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VOL. 66 

^ormerlu ^he Juvenile Instructor 

I DECEMBER, 1931 | P"^ 

NO. 12 


















A 10% discount on all toys and on g^ift furniture, such as smokers, lamps, pillows, back ends, radio 
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135 South State, 

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Gentlemen — As a reader of the "Instructor" I am entitled to your special discount of 10% on all my 
toy and gift purchases. Please eend me by return mail my discount certificate. 

Name , 

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Winter Quarter Opens January 4, 1932 

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Call Was. 1812 for Information 

THE INSTRUCTOR, Vol. 66, No. 12 " oS 

Publishers: Deseret Sunday School Union, 44 East South Temple, Salt Lake City, Utah. Published the first of rry 

every month at Salt Lake City, Utah. Price $1.50 a year, payable in advance. Entered at the Post Office, Salt Lake ^^ 

City, as Second Class matter. Acceptance for mailing at special rate of postage provided for in Section 1103. Act of ^ 

October 3, 1917, authorized on July S, 1918. Copyright, 1931 by Heber J. Grant, for the Deseret Sunday School Union. ^ 


Shepherds Abiding in the Field Frontispiece Nephi's Vision of Mary and the Lamb of God from (/> 

Carols (Poem) Grace Ingles Frost 703 Drawing by L. A. Ramsey 743 Z3 

Christmas Reverie (Poem) ..iChristie Lund 705 L. D. S. Sunday School Columbia Branch, South ^ 

The Sunday School and Life 706 Carolina 746 H- 

The Educated Man Nephi Jengen 709 Art Window in the Salt Lake Temple 750 

True Pioneer Stories .Harold H. Jenson 710 Virginia Ricks 751 T 

A Christmas Prayer Charles Kent 712 Simple Gifts for Children Hilda Richmond 755 |_ 

The Gadianton E. Heloise Merkley 713 Jesus in the Carpenter Shop (Illustration) 757 — 

Editorial — Count Your Blessings 718 Three Sets of Twing (Photo) 759 ^ 

Dependence Upon God 719 Bobby's Christmas Prayer Isabelle Ruby Owen 760 ^ 

Signs of the Time J. M. Sjodahl 720 A Transferred Christmas Emma Florence Bush 762 

L, D. S. Sunday School at the Old Shebit Indian How to Tell a Person's Age and Telephone Number . . 764 '^ 

School 722 The Budget Box 765 J** 

Capitalize Your Losses (Poem) . .Bertha A. Kleinman 735 The Little Noah's Ark 768 0£ 

Old Testament Class, Annis Ward, Idaho 741 The Funny Bone 770 qI 









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By Grace Ingles Frost 

l\ carol of the Manger 
Took me to Bethlehem Town, 
Where once a flame of starshine. 
From a blue sky bending down, 
Wove a halo of its light, 
A Head Divine to crown. 

1 HE carol of a cradle 
Called me back home again. 
Ere I had met the Shepherds, 
Or seen the Three Wise Men. 
Here a small child lying 
Within his trundle bed. 
Would never wear a halo 
Upon his tawny head; 
But oh, he was so precious! 
I held him close and said 
A prayer — a prayer for mothers 
With little sons to raise! 
And while I prayed, lo ! Christmas Chimes 
Rang out their notes of praise. 

Glory to God! this carol sing! 
Glory to God for Christ the King! 
For babes and starshine beckoning! 
Glory to God! Ring, chimes! ring! ring! 

Our Cover Picture 

Raphael, and "The Sistine Madonna" 

Raphael Santi, or Raffaello Sanzio D'Urbino, a pupil of 
Perugmo and contemporary of Michael Angelo, was born in 1483, 
and died as the sun went down on -Good Friday, April 5, 152o! 
He lived only thirty-seven years but for over four hundred years 
the ^lustre of his name has never been dimmed. He is described 
as "beautiful as an angel in person, sweet in disposition, and 
charming in manner and conversation." 

"The Sistine Madonna is justly the most famous and most 
favored of all Raphael's Madonnas ; for, though others may rival 
It in formal beauty, in no other does it reach the same height of 
spiritual expression. The Christ-Child, so solemnly yet naturally 
gazing at the infinite, the slender majestic, yet entirely human 
mother, are figures, which, once we have seen them, haunt our 
memory forever." — The Outline of Art. 

And there were in the same country shep- 
herds abiding in the field, keeping watch 
over their flock by night. 

And lo, the angel of the Lord came upon 
them, and the glory of the Lord shown 
round about them; and they were sore 

And the angel said unto them, Fear not: 
for, behold, I bring you good tidings of 
great joy, which shall be to all people. 

For unto you is born this day in the 
city of David a Saviour, which is Christ the 

And this shall be a sign unto you; Ye 
shall find the babe wrapped in swaddling 
clothes, lying in a manger. 

And suddenly there was with the angel 
a multitude of the heavenly host praising 
God, and saying, 

Glory to God in the highest, and on earth 
peace, good will toward men. — Luke 2:9-14. 


Vol. 66 


No. 12 

Christmas Reverie 

By Christie Lund 

When Christmas lights are gleaming I see Him in Gethsemane 

And earth is white with snow, 
I seem to see another night 

So very long ago. 

I seem to see a lonely star 

Beyond a lonely hill; 
I see the shepherds aged and wise, 

I sense their wonder still. 

I hear the singing from above, 
The voice from out the skies; 

I seem to kneel beside the stall 
Where Christ, the infant, lies. 

I see Him pass from boy to man, 

I see Him walk apart. 
Bearing the burdens of the world 

Upon His Toving heart. 

I see Him heal the blind — to see, 
And make the cripple walk; 

I see the patience of His smile 
And seem to hear Him talk. 

And nailed upon the tree; 
I catch my breath in sudden awe:, 

'*Dear God, that was — fpr me." 

And as His spirit takes me back 

Across the span of years, 
I wish that I might bring Him here 

And show Him, through my tears 

The lighted streets, the holly wreaths. 
The souls that now believe; 

The brotherhood, the fellowship, 
Upon this Christmas Eve. 

Then speaking for my kind I'd say: 
This is your life's rich gain. 

Your spirit lives within our hearts, 
It has not been in vain. 

We'll carry on that Christmas there 
Until our breath shall cease; 

'Till enmities and wars and hates 
Change into love and peace. 


The Sunday School and Life 

Semi-Annual Conference of the Deseret Sunday School Union, Held in the 
Tabernacle Sunday Evevdng, October 2, 1931 

(Continued from The Instructor for November, 1931) 

Following a violin duet by the Lindsay Sisters, Elder Bryant S. Hinckley 
gave an address on the subject, "The Teacher — iMy Privilege — -My Responsi- 
bility," as follows: 

By Bryant S. Hinckley 

"And they said one to another, Did not our heart burn within us, 
while He talked with us by the way, and while He opened to us the 
scriptures ?" ( Luke 24 :32. ) 

I doubt' if there is a person in this vast audience or listening in on the 
air whose life has not been made better, whose heart has 
not been lifted up through the influence of the Sunday 
School. When we search our memories for the things that 
have meant most to us, for the experiences that have inspired 
us to the finest endeavor, the lessons which have lasted long- 
est and served us best, sustained us in the hour of need, we 
often discover that it was some sympathetic word, some little 
act of kindness, some gesture of encouragement. . Perhaps 
contact with some person who has radiated a mystic influence 
^ncWey which has found a responsive chord in our own hearts and 
made us a little finer, a little stronger and a little nobler 
than we were before. 

We cannot come into the presence of some people without being lifted 
up, without taking on their radiance. Dr. Drummond says : 

"There are some men and women in whose company we are always 
at our best, while with them we cannot think mean thoughts or speak un- 
generous words. Their presence elevates us. All our best nature is drawn 
out by contact and we find music in our souls that never was there before.'' 
This is the paramount service which the Sunday School is seeking 
to givel — to lift people up. 

One may be firm and wise in discipline, know history and theology, 
and may, through reading, research and reason make an almost flawless 
preparation, iand the lesson may still lack a vital quality which is indis- 
pensable in really great teaching ; a quality which comes from a deep and 
genuine sincerity, an unquestioned sincerity. Only those who live the 
truth can teach it, only the' teacher who has a settled faith can impart it, 
only those who pray can inspire prayer. Faith, like character, cannot be 
taught — it must be caught. What you are and not what you say registers 
in the lives of those with whom you live. Young people are not so much 
interested in hearing about righteousness ; they are eager to see it in action. 
There is a subtle something which emanates from the individual who 
is grappling with his own weaknesses, who is strugglng to conquer his own 
infirmities, to conform his life ito t'ruth ; who, through cheerful self-dis- 
cipline, builds up an inwardly triumphant personality. Such an individual 
radiates confidence and inspires faith. Somehow when we have swept and 
garnished our own souls we are strong ; when we have confessed our own 
weaknesses we are unafraid. Really great teaching springs from this 


source. Is this not the deep significance of the Master's words, "For 
their sakes do I consecrate myself?" A resolute endeavor on the part 
of the_ teacher to be what she wishes her pupils to become will manifest 
itself in her t'eaching-. There is no other lesson so impressive, no other 
preparation so priceless. The greatest thing any teacher ever brought to 
Sunday School, that she ever gave to her class is this inwardly victorious 
personality. This is, after all, the thing which gives permanent value to 
all that one says and does. This it is that registers in the lives of those 
' one teaches that makes one a force for righteousness in the world. 

The supreme need of this great organization is the consecrated services 
of rnen and women whose very presence re-creates faith, imparts courage 
and inspires confidence in iGod and man. The personal equation is the im- 
portant and deciding factor in the effectiveness of this entire scheme. 

Back of this magnificent organization, behind its scientific and 
thoughtfully^ elaborated plans, rising above the courses of study which it 
offers, superior to all the opportunities for growth and development which 
it provides, more important than discipline and physical surroundings, is 
the teacher. I repeat^she is the deciding factor in the realization of its 
high objectives. 

A school may have but few pupils, its surroundings plain and simple, 
its equipment limited, its accommodations meager and still it may be a 
great Sunday School. It depends upon who is there. Mark Hopkins on a 
log, Louis Agassiz in a barn, Aristotle walking in the groves of Athens, 
Socrates in a prison cell, each with a few disciples, were never matched 
in quality of t'eaching by anything that money might provide. No material 
resources, no mere intellectual preparation can reach the deep recesses of 
the soul and stir the will to righteous resolution. 

The influences which register in the lives of boys and girls must come 
from the depths of the heart. Whoever wishes to develop strong character 
and create faith in young people must go deeper than the intellect, must 
mould the feelings and reach the will. "We must be sympathetic for 
sympathy is the cable along which the magnetic power of personality flows." 
Listen to these words : 

"This power of arousing the divine * * * in every human soul is 
the essential characteristic and criterion of every great teacher, prophet 
' and moral leader of all time. Read Alcibiades' tribute to the teaching of 
Socrates. Its seat is in the depths of personality ; it defies alike analysis 
and resistance. It leaps from soul to soul as if by contagion. Heroism 
inspired by hero-worship is the central thought of all history from Gideon 
and his three hundred to Sheridan at Winchester changing a fleeing mob 
into an army of heroes. Virtue streams out from strong characters like 
electricity from a dynamo. Character cannot be taught, but it is exceed- 
ingly infectious. * * * If we amount to anything, we are sources of in- 
fection whether we will or not." (Dr. Tyler.) 

In the lexicon of education there is no other word that expresses so 
admirably the essence of real teaching as the word kindle so effectively 
used by Dickens. To make a person intellectually keen about something 
worthwhile is good teaching, to win their allegiance to the Church is 
better teaching, to kindle in their souls that divine fire which comes from 
a living testimony of the truth is supreme religious teaching. This is 
your privilege and your responsibility. Remember — ^this can only be done 
when that fire is blazing on the altar of your own heart. 

When your pupils leave your class, when they go from your presence, 

708 'the INSTRUCTOR Dec. mi 

will they say to one another: "Did not our hearts burn within us while 
he talked with us today ?" If so, no matter what your credentials or your 
calling, you are a teacher. 

"Be noble ! and the nobleness that lies 
In other men, sleeping, but never dead, 
Will rise in majesty to meet thine own." 

' — Lowell. 


By General Superintendent David 0. McKay 

Then and now! What would you give tonight to be able to see those 
few members who met 82 years ago in the first Sunday School held in the 
Rocky Mountains ! 

Backward, turn backward, O Time in thy flight. 
Make me a boy again, just for tonight ! 
I have never felt before in my life the reality of time's turning back as I 
feel it this moment, as I give to you fellow-workers the rare privilege, 
figuratively speaking, of reaching through the eighty-two years that have 
passed and shaking hands with a boy who was a member of that first 
Sunday School, organized eighty-two years ago. Not until we came to the 
house tonight did we know that we were honored with the presence of 
Joseph Smith Home, 90 years of age, who was a member of Brother 
Ballantine's first class. I want to introduce him to you and have him say 
a word. 

During the evening's exercises Superintendent McKay learned that Elder 
Joseph Home, a member of the Eirst' Sunday School was in the audience. 
Brother Horne was located and at this point Elder Melvin J. Ballard escorted 
him to the stand. After an introduction by Superintendent McKay Elder Horne, 
though 89 years of age, thrilled the large audience by telling of his experience 
in the first school. In a clear strong voice, which penetrated every nook and 
comer of the immense building, he said : 

By Elder Joseph Smith Horne 

When the people moved out of the Old Fort, as we called it, Brother 
Richard Ballantyne, who was a very faithful, energetic Elder, built his 
house in the southwest corner of the block where First West and Third 
South streets cross. My father built his home on the northwest corner 
of the same block. On the 9th of December, 1849, Elder Ballantyne organ- 
ized the Sunday School class. There were only a few at first. In May, 
1850, when I was about eight years of age, I joined that class; so it is a 
little over eighty-one years since I first became a Sunday School boy, 
and I have not quit being a Sunday School boy yet ! 

I have watched with a good deal of interest the growth of this great 
work and the interest that is taken in it. In the beginning we had very 
primitive accommodations, very Httle furniture, no books, no musical in- 
strument. What little singing we did was from the old L. D. S. hymn 
book, and while I was only a small boy I learned to sing several of our 
hymns by hearing them sung in Sunday School. 


The class soon grew too big for Brother Ballantyne's 
room. The Fourteenth Ward School House was ready for- 
use, and the class was moved into that building". 

After Brother Ballantyne had labored with us there a 
certain length of time — I do not remember how long—he 
'was called away, and my father, Joseph Home, was ap- 
pointed to succeed him in the superintendency of that Sun- 
day School. 

Of course the spirit spread. Sunday Schools were 
*^°^Horn™*'^ organized in other wards, and the work has continued to 
May God bless everyone who is interested in and labors for the inter- 
est of Sunday Schools, I pray, in the name of Jesus Christ. Amen. 

A stereopticon, manipulated by General Secretary, A. H. Reiser, then 
projected pictures of the first Sunday School, Elder Richard .Ballantyne, Salt 
Lake Valley in Pioneer days and a modern Sunday School building. Also 
statistics showing the Sunday School population of the Church to be 603,016 
with an actual enrollment of 285,090. Then came the injunction — ■ 

Somebody Needs You! 

President Heber J. Grant, who closed the evening's program said : 

I had a teacher who fulfilled the ideal according to Brother Bryant 
S. Hinckley. Richard W. Young and myself always acknowledged that 
the inspiration of the living God to Hamilton G. Park was a guiding star 
in our lives. He was not an educated man, but he was a man of unques- 
tioned faith and knowledge of the Gospel of the Lord Jesus Christ. His 
personal reminiscences of his missionary experience, the marvelous bless- 
ings of the Lord, the personality of the man, made a profound impression 
upon my heart and soul, as they did upon the heart and soul of my lifelong 
and most intimate friend. 

I am a thorough believer in the individuality of the teacher and the 
capacity and ability to impress his spirit upon those with whom he comes 
in contact. ' 

May God bless each and all who are engaged in this wonderful work, 
from the General Superintendency to the least teacher in the smallest 
school, is my humble prayer, and I ask it in the name of our Redeemer. 

The congregation, under the direction of Elder Geo. H. Durham sang 
"Thanks for the Sabbath School," and the benediction was offered by Elder 
Melvin Ridges. 

The Educated Man 

The truly educated man has the skill to do some of the world's im- 
portant work; the ability to think clearly; the mental balance to Judge 
unerringly; the sensitiveness to appreciate the beautiful; the deep under- 
standing to find delight in moral truth; the sympathy to live in loving 
harmony with others ; the power to discern and conquer evil ; and the fine 
spirituality to live in conscious fellowship with the ,God of the beautiful, 
the good, and the true. — Nephi Jensen. 





By Harold H. Jenson 

John 'H. Woodbury 

Among the few surviving pioneers 
of .1847 is John H. Woodbury of 
Granger, Utah, who has a story un- 
equaled for originaUty. With vet- 
erans of early pioneer days Brother 
Woodbury went up in an airplane dur- 
ing the "Covered Wagon" celebration 
and from the air looked down upon 
the old trail in Emigration canyon and 
other historic spots. Incidentally he 
participated in some interesting Indian 
fights and his pension as an Indian 
War Veteran, together with the kind- 
ness of his children, who take turns 
caring for him, makes his last days 
very pleasant. He loves to linger over 
memories of yesteryears and has writ- 
ten an interesting sketch from which 
part of this article is culled. Par- 
ticularly does he take pride in ex- 
hibiting the old musket with which 
he fought the Red Men and which 
saved his life on more than one occa- 
sion. But let him tell his own story 
as given to the writer on two visits 
to the Octogenarian. 

"I shall never forget my airplane 
ride during the 'Covered Wagon' cele- 
bration. We were taken across the 
field in an ox team and then changed 
from the ridiculous to the subHme, one 
might say, when a 12 passenger plane 
took us skyward. I recognized below 
many of the sights of pioneer days. 
The old trail in Emigration canyon, 
the monument 'This is the Place,' but 
most of all I marveled at this beauti- 
ful Salt Lake Valley, which had been 
made to blossom as the rose. Natur- 
ally my mind reverted to the days 
of yore when Hve did not see sky- 
scrapers or jgreen foliage but only 
sage brush plains. I could hardly 
believe I was up in the air, as the 
ground seemed to move while we stood 

still. I thought the day of miracles 
had not passed but also was glad -to 
be back on terra firma when it was 
all over, though I would not be afraid 
to go up again." 

"Now for my history. Here, read 

From a hand-written manuscript 
the following is culled: John Haskell 
Woodbury was born Sept. 11, 1845, at 
Nauvoo, 111., pn a farm purchased 
from the Prophet Joseph Smith. In 
a blessing given by Heber C. Kimball 
to his mother, before Jiis birth, she 
was told her child would be a son 
and his name was to be John. His 
father, 'Thomas Hobart Woodbury, 
joined the Church in 1841, and his 
mother, Catharine Rebecca Haskell, in 
1841. They were married at New 
Salem, Mass., (in (May, 1842, and 
moved west. They with their baby 
left Nauvoo in the spring of 1847, 
and were four months on the plains, 
arriving in Great Salt Lake City, Sept. 
26, ,1847. (They came in Smoot's com- 
pany and George B. Wallace's fifty, 
and lived at the old Fort upon arrival. 
With this introduction the old pio- 
neer tells his own life's story: "The 
first thing I can remember is moving 
from the Fort to the lots after the 
city was surveyed and platted. I first 
went to school at IMr. Parker's who 
had a house on the corner of West 
Tertiple and Fifth South. The room 
was built in front of Mr. Parker's 
home. The side walls were of wil- 
lows and the top was covered in like 
a bowery. |The benches were logs 
hewed on one side. School was in 
session a few weeks in summer. 

"When I was six years old I went 
to school in the Seventh Ward school 
house. Mr. Dixon was the teacher. 
While playing at school I broke my- 
leg and all the children came to see 

Dec, 1931 



my leg in a ibox which was used for 
spHnts, and incidentally brought me 
whooping cough, chicken ipox and 
measles. After my leg was healed 
I went to live at my father's home 
and preferred herding cows to school. 
Most of 'the time I went without 
shoes. The first suit of clothes I re- 
member was of buckskin and a cap 
of rabbit skin. 

"Occasionallly the Indians would 
come and scare the farmers and de- 
mand food. They called Uncle John 
Woodbury "White Headed John. 

"I do not remember the coming of 
the crickets, but do remember when 
grasshoppers were very bad. We 
dragged brush across the wheat to 
drive them into straw which we burned 
in a trench, 

"When Johnson's [Army came I 
moved with father to Lehi and took 
care of the stock on the east benches. 
They became thin and lame on the 
rocky ground, so we moved them to 
Provo bottoms." 

"I remember planting the first nur- 
sery in the state on the block between 
First and iSecond West and Fifth and 
Sixth South. I planted the seeds to 
raise my own seedlings and also cov- 
ered cuttings to root them." 

"At 16 I moved with father, who 
sold his farm at Murray, and went 
to Salt Lake, lattending school at 
Thomas Browning's. In February 
went to Weber river and worked on 
a farm. In the fall of 1861 father was 
called on a mission to Dixie to start 
fruit trees and I went with him. On 
account of the heat came back to Salt 
Lake the foUowirfg summer, but re- 
turned in (the fall with seedlings and 
helped father." 

"On June 1, 1866, I was called to 
Thistle Valley, Sanpete County, to 
help protect the settlers from the In- 
dians. [[ took my pwn team and 
hauled ten men down there. We were 
camped close to a trail on which the 
Indians drove cattle they had stolen 
up to Strawberry country, W'e formed 
part of William W. Casper's company 


Pioneer of 1847 sliown with the old musket 

he used In the Indian wars. 

with Pete Dewey in charge. There 
were fifty infantry, and ten cavalry in 
camp, armed with various kinds of 
guns, but only two long range guns. 
We had one skirmish with the In- 
dians. The cavalry were out scouting 
when the Redman attacked the camp. 
I moved up the horses and brought 
them into camp. The Imule I was 



Oec, 193' 

riding was shot through the nose and 
lung and had to be killed. I was 
unable to get my gun in time to pre- 
vent the (Indians scalping one of the 
men that had been killed. The camp 
was on the bank of a creek a short 
distance from a wash and here in some 
cedars the Indians hid. They would 
also circle the camp and shoot in it. 
They had better guns than the white 
men. Two cavalry men were sent 
for help to Mt. iPleasant and John 
I vie came with thirty men. About 
an Ihour later John Ivie came from 
Moroni with men and later still Squire 
Wells, until between five and six hun- 
dred men were camped that night, 
but the Indians had left. I was dis- 
charged Sept, (30, 1866, and carried 
home my faithful musket which had 
also seen service in the Civil War. 
While away I had lost my grain and 
nursery stock and had to start life 
all over again. IFather gave me a 
horse to use with a mule and I went 
to freighting until cold weather when 
I went to school at Dan Bryan's. 

"The following summer I went to 
Dixie and closed father's interests 
there. That fall I started to build 
my own house on First West between 
Fifth and Sixth South and married 
May ilO, 1870, iSarah Alexina Bray 
and our union was blessed with nine 
children. I was called on a mission 

to the Little Colorado in 1873 to help 
make a settlement. Helping outfit 
others delayed my start and by the 
time I was ready the rest came back.'' 

"I have always liked farming and 
wish more boys would stay with the 
farm. I have always encouraged my 
family to do this and some of them 
have, without any regrets, done so and 
are independent to a large extent by 
raising their own needs. 

Here Brother Woodbury's story 
ends and his modesty after questioning 
only revealed that he had been 'on a 
mission to England in 1890; that he 
had been Assistant Superintendent of 
the Fifth Ward Sunday School and 
that ever since 1893 he had lived on 
his farm in Granger where his life 
is one of activity, for he still is en- 
gaged in farming and fruit raising. 
"Stick to the farm," is his advice. 
"Young folks of today will someday 
realize the truth of this assertion. In 
these hard times of depression the 
farmers are independent and have at 
least enough to eat. President Brigham 
Young gave us this advice and I pass 
it on to the young pnes of today. 
Methods have changed, but the fact 
still remans that the farmer is the hap- 
piest man in the world, for if he is wise 
he doesn't have to worry where his 
next meal comes from. Don't be 
ashamed to stay on the farm." 

A Christmas Prayer 

Father, help me to be true to myself, and f aithfui unto Thee ; 
I ask not fame nor wealth, I ask wisdom ; give me goodness, inspire 
me full with truth, enlighten me with love, guard me from my 
greatest dangers, make me useful to men, help me to rebuke sin, 
with holy lips, — ^;o live the excellence which I would teach. May 
I be true, faithful, holy of heart, and life. Make me equal to my 
duty, never above it. May my hope be an absolute trust in Thee. 

— Chas. Kent. 


A Story of Zarahemla 
By E. Heloise Merklev 

At some little distance outside the 
limits of the great city of Zarahemla 
there stood the remains of a spacious 
garden. ^ Elaborate fountains had once 
played in shining rainbows or moonlit 
crystal drops within its bounds. But 
the fountains had fallen into decay, 
their sources had been cut off, and 
three tiny streams wandering among 
the fallen stones of the ancient palace 
were all that remained of them. 

The most beautiful and delicate of 
cultivated flowers had once blossomed 
there luxuriantly. But neglected, and 
choked with weeds, they were fast 
giving place to the hardier blooms that 
grew native to the nearby forest. 

Trees transported from long dis- 
tances when they were tiny, had mingled 
the foliage of north and south, east 
and west, above the fountains and 
flowers. But of the rare specimens 
once cultivated so carefully, only one 
remained. As though it found here 
the climate and soil more to its liking 
than what it had known in the north 
land, a giant oak spread its branches 
royally and with its grateful shade 
seemed endeavoring to hide and com- 
pensate for the ruin about it. For this 
once lovely home had been leveled in 
hatred by the bands of Gadianton rob- 
bers and murderers who infested the 
mountains, and the forest was swiftly 
completing the work they had so cruel- 
ly begun. In a few more years, unless 
the oak survived, there would be noth- 
mg to tell the stranger that civilized 
people had ever lived here. 

Toward this lonely spot a young 
man and a young woman were ap- 
proaching. The man came from the 
mountains and crept stealthily toward 

the great oak with alert eyes glancing 
continuously in every direction as 
though fearful of being detected by an 
enemy. For he was a Gadianton spy, 
and knew that he was drawing too near 
the walls of the city to be entirely 
secure. The young woman came from 
the city. She was not alone, nor did 
she seem to have a care or a fear in the 
world. She walked gayly and laughed 
and chatted merrily with the group of 
children accompanying her. 

The young man reached the ruined 
garden and sat down under the oak to 
enjoy a scant dinner from the small 
scrip that was slung about his neck by 
a leather thong. But he had only 
taken out the food and was in the act 
of lifting it to his lips when his quick 
ears caught the laugbter and clear 
voices of the children. Hastily re- 
placing it without tasting what he 
appeared to be almost famished for 
want of, he sprang to his feet, with 
the tree between himself and the ap- 
proaching party. Then he turned as 
though to retreat into the forest whence 
he had come, but the sound of light 
feet running toward him behind the 
rums of the old house warned him that 
he could not reach the forest before he 
was discovered. 

Unable to see who else might be 
coming with the children he heard, he 
hesitated, and then, as the first child 
rounded the corner of the ruins, he 
sprang lightly upward, caught the low- 
est branch of the tree with one hand, 
and swung himself on to it. Reaching 
up with the other hand as his feet 
found the branch, he swung himself 
upward again, and still again, with all 
the skill of a practiced acrobat, and 
did not pause until he was so high that 



Dec, 1931 

he knew the foliage must completely 
hide him from the view of those below. 
Then he settled himself comfortably and 
surveyed the party that had interrupted 
his lunch. 

He was humiliated and disgusted to 
discover that only a girl and some chil- 
dren had been the cause of his retreat, 
but cauftion warned him that they might 
have friends of a more formidable na- 
ture following, and he remained quietly 
where he was. But the girl and her 
little charges set about preparing their 
picnic lunch from the baskets they car- 
ried and did not wait for anybody to 
come to share it with them. 

Thus reminded of his own gnawing 
hunger, the Gadianton again opened 
his pouch and discontentedly munched 
his dried meat while he enviously 
watched the disappearance of the deli- 
cious foods and well cooked dainties 
below. He found his appetite so stim- 
ulated by the tempting appearance of 
the viands the children feasted upon 
that he even wished they might become 
sated and leave some of it behind. 
But healthy youngsters who have just 
walked a long way on a hot afternoon 
seldom leave anything eatable on a pic- 
nic ground and he was forced to sigh 
as they crammed more and more of the 
goodies into their apparently unlimited 

At last they were forced to stop for 
lack of more to eat, and then the young 
girl insisted that they clear everything 
up neatly and prepare the baskets for 
their return home before she would 
consent to yield to their clamors for 
a story. When it was all done, they 
gathered expectantly about her, and 
quieted by their condition of over-full- 
ness as well as by the musical tones of 
the story-telling voice, they sat in an 
eager group and listened to story after 

Almost equally fascinated, the spy 
risked his neck time and again, trying 
to see the face of the girl. Her voice 
came to him distinctly, now low and 
thrflling with the danger ,of some 

favorite hero, now rippling with sup- 
pressed mirth at the relation of an in- 
cident that made the children laugh, 
and again smooth and sweet in a part 
of a story that had no significant emo- 
tion accompanying it. Beyond doubt, 
the spy told himself, it was the sweet- 
est, the most richly modulated, and the 
most tantalizingly inviting voice he 
had ever heard. It maddened him with 
the desire to see whether or not her 
face suited it. He told himself that 
a girl with a voice like that must be 
very lovely, and then he contradicted 
the idea by thinking that no human 
being could have every grace at once 
and so she must be very homely to 
compensate for the delightful tones 
she could produce. But ugly or beauti- 
ful, he wanted to see her face. 

Wearying of telling before her hear- 
ers wearied of listening, the girl sug- 
gested games. In the races and lively 
sports that followed, her hair became 
loosened, and laughingly she picked a 
thorn from a nearby bush and pinned 
the higher tresses at the back of her 
head so they could not fall into_ her 
face, leaving the rest hanging in a 
curling mass of burnished gold half 
way to her feet. One little girl, with 
adoring eyes lifted worshipf ully, caught 
both hands full of the silken stuff and 
caressed it with her cheek. A sudden, 
inexplicable rage shook the young man 
above as he observed the action. He 
wanted momentarily to choke the child 
for daring to profane those shining 
tresses with her smudgy little hands 
and cheek. In a second the emotion 
passed, and in its place came disgust 
with himself for feeling it. Why 
should he care how many dirty handed 
children touched the hair of this girl 
whom he had never before seen, and 
whom he probably never would see 
again ? 

And then he was shaken by a wild 
delirium of joy, because the girl, 
wearied from her racing with the chil- 
dren, flung herself lengthwise upon 
the grass and he could see her face. 

^'^■''^-^' • THE GADI ANTON 715 

Again ;the children gathered about Startled, the singers stopped their 

her and she led them in songs they music abruptly. The scout realized 

apparently loved to sing. But he did that he had been enjoying it as soon as 

not hear the songs. He was gazing it ceased, and again had the impulse 

too intently upon the- face turned up- to choke a child. Why should the 

ward in the shadow of the tree. He young scamp spoil it all that way? 

was telling himself that it was the love- For. it was very evident that it was 

liest_ face he had ever seen. He was spoiled. The children shouted and ran 

leaning far over and gazing at it as to join him and call greetings to the 

though he never could look enough. horsemen approaching rapidly, and the 

She was not more than sixteen, in girl gathered up baskets and followed 

the flush of fresh young womanhood, them more slowly. 

Her skin, as befitted one with golden She had not reached the old wall 

hair, was so clear and whitely trans- when the leader of the riders arrived, 

parent that it seemed one could almost and rode past the children toward her. 

see the red blood coursing below it. She dropped the baskets and reached 

The flush of her exercise was dying her arms up to him so eagerly as he 

away, leaving only the two spots of came to her, that the spy in the tree 

delicate pink that marked her cheeks, above thought it must be her lover, and 

and the deeper red that was her mouth, for a second a dull ache of jealousy 

Above the softly curved lips, her nose gripped him. But it passed as he heard 

was lightly outlined by the shadows her voice exclaim,'Tather ! How did 

and in turn her deep grey, expressive you happen to come here today?" 

eyes glowed softly beneath fine brows. Gidgiddoni, her father ! It was 

But it was not in clearness of complex- nothing to him, he knew, who her 

ion or modeling that her chief beauty father might be. But he wished with 

lay. It was in the expression of the all his heart that it had been anyone 

face. It seemed a face made for laugh- else in all the- world except Gidgiddoni 

ter and song and love. A brow that the Chief Captain of the Nephite 

had never learned to scowl, lips that armies. Gidgiddoni, whom every true 

had never pouted, cheeks never touch- Gadianton hated with a hatred that 

ed by tears. And yet, below the youth- knew no limit because it had been in 

ful freedom from care and sorrow he conquest against them that he had won 

fancied he could trace a strength of the distinc'tiion that had made him 

character, a high spirit and a courage Chief Captain. Gidgiddoni, whom he 

that circumstances might yet bring out especially had cause to hate, having 

to add beauty to what was yet merely been told from infancy by his mother 

pretty. that it was supposed Gidgiddoni him- 

One little boy who seemed to have self had been the only Nephite strong 

no slightest love for music slowly de- enough in battle to overcome his father 

tached himself from the group and and leave him an orphan. He had 

wandered toward the ruined wall, never seen the Nephite captain before, 

stooping to pick up stones and throw but he had always hated his name since 

against it as he walked. The older girl he was old enough to feel that emotion, 

watched him, but did not call him back, And now he found the hated Gidgid- 

and as he reached the wall he stopped doni to be father to the girl he had 

and stared at a group of approaching been watching so eagerly all afternoon. 

horsemen, shading his eyes with his So he must hate her, too. In spite of her 

eyes. _ Then he yelled shrilly. lovely voice, her mass of golden hair 

"Gidgiddoni ! Here comes Gidgid- and her face that was the sweetest he 

doni !" he shouted at the top -of his had ever seen, he must hate her for 

voice. her father's sake. 

716 THE INSTRUCTOR ■ Dec.m' 

The general caught his daughter's The tone was gentle, but no shout 

hand as she asked her question and could have been more commanding. 

lifting as she leaped, had seated her For a second the girl hesitated, 

before him on his splendid horse, glancing rebelliously at the loveliness of 

which, however, did not seem at all the surrounding spot, and then, after 

excited at his double burden. The spy a serious look into his steady eyes she 

fancied it must have borne them both replied, "Oh, very well, if you think it 

many times before. And still his curi- necessary. A week from today I shall 

osity prompted him to stare downward, entertain the children in our own 

For he would see the face of the man garden." 

he hated so, that he miglit remember Having won his point, Gidgiddoni 
it and some day perhaps take revenge dropped the subject and his daughter 
on the one supposed to have killed his sprang lightly to the ground and again 
father in battle. He noted instantly gathered up the baskets. Then, dis- 
that Gidgiddoni was much larger than tributing them and the children into the , 
the average man, and that every line charge of the other men, she mounted 
of his body as he sat on the spirited once more before her father. The tired 
horse, seemed drawn to inspire obedi- children gladly accepted the offered 
ence. So erect did he sit that the spy rides with the others, and soon the en- 
could distinguish his face fairly well, tire party disappeared from the sight 
and the features, from the broad brow of their hidden observer, 
to the firm lips, bore out the declara- Dropping quickly from branch to 
tion of his body that here was one branch and then to the ground, he 
made for command. turned his back toward the city they 

But so softened was the expression were approaching and started for the 

of his face as he lifted his daughter be- mountams. It was well for him that 

fore him that in spite of his traditional ^^o dangers found him out today for 

hatred for this man's name, the spy so engrossed was he with the thought 

knew that here was a man he could of Orpah, daughter of Gidgiddoni, that 

love and follow blindly, regardless of he would have fallen an easy prey to 

danger, wherever he might lead. And them. 

when he spoke, the deeper tones of his That the first girl who had ever 

voice were fully as pleasant to listen to seemed to him lovely or desirable 

as were the lighter melodies of his should prove to be the daughter of the 

daughter. man he had been taught all his life 

*T came to get you, Orpah," he re- to hate most devotedly, was to him a 

plied, gravely, "and to warn you that problem not to be lightly set aside, 

you must never come here again." For in the time he had sat and looked 

"Never come here again!" the girl down upon her, he had formed many 

exclaimed, "Why not ?" a plan of abducting first and winning 

"Because the Gadiianton's grow later. Suoh a proceedure was not at all 

bolder every day." unusual with the Gadiantons, whose 

"And what has the daughter of life in the mountains encouraged any 

Gidgiddoni to fear from the Gadian- sort of savagery. He had heard many 

tons?" she asked, gently pulling the a story of how a maiden had been 

light beard that half concealed the low- stolen and then had lost her heart to 

er part of his face. her robber suitor. They were the only 

"That which the daughter of any kind of love stories he had ever cared 

honest man should fear from them, about. And never before had he seen 

and which is far worse than death, a girl who could make him think even 

my child. Promise me, please, that of them. 

you will stay within the city walls." But as he drew nearer to his moun- 

Dee., 1931 


tain fastness and farther from the 
memory of Orpah's beauty, he found it 
more easy to forget such foolishness 
and r«nember only that she was Gid- 
giddoni's daughter, and therefore to 
be .hated. By the time he had eaten 
supper with his mother, and gone to the 
council called by his chief, he was thor- 
oughly convinced that he felt toward 
Orpah no emotion other than hatred. 

reply, because his neighbor had sever- 
al times attempted to talk to him and 
had received no courteous response 
save abstract yeses and noes that did 
not fit the occasion. 

"And, so, if any of you can suggest 
a means of heaping upon Gidgiddoni's 
head any insult worthy the name, or of 
causing him any personal grief that he 
may know the Gadianton's have not 

He noted little of the proceedings, forgotten the grudge they bear him, let 
takmg his place mechanically among j^- ^^^^y^ >, . 

So much the young spy heard. And 
before any of the older and more re- 
nowned robbers had a chance to speak, 
he sprang impulsively forward, ex- 

the less important Gadiantons and 
listening half attentively only to the 
counsels that were sought and given in 
the rich court held by their fierce 
leader. But suddenly he was roused by 

the name of the man he had thought claiming, "I have a plan." 

so much about in the last hours. "Speak, Jarom !" GSddianhi com- 

"What does he say about Gidgid- manded, in spite of his surprise. And 

doni ?" he asked eagerly of his nearest Jarom, stammering a second at the 

neighbor. realization of his temerity, 'gained 

"Listen and see," was the ungracious courage after a moment to speak. 

(To be continued). 

"When they heard the king:, they departed; and, lo, the star, which they 
saw in the east, went before them, till It CRlwe and ;gtood ov^lt where the 
younsT child was."— -Matt. 2:8. 

I A L 


Formerly the Juvenile Instructor 
Organ of the Deseret Sunday School Union 

President Heber J. Grant, Editor 

George D. Pyper, Associate Editor 

Albert Hauer Reiser, Business Manager 

Published Monthly at Salt Lake City, Utah, by 

The Deaeret Sunday School Union 

Price $1.50 a year, payable in advance 

Entered at the Past Office, Salt Lake City, as 
Second Class Matter. 

Acceptance for mailing at speciai rate cff postage 
provided for in Section 1103, Act of October 3, 
1917, authorised on July 8, 1918. 

' Copyright 1931 by Heber J. Grant, for the 
Deseret Sunday School Unicfn. 

Officers of the Deseret Sunday School Union 

David O. McKay General Supt. 

Stephen L. Richards 1st Asst. General Supt. 

George D. Pyper 2nd Asst. General Supt. 

John F. Bennett.. General Treasurer 

Albert Hamer Reiser. General Secretary 

members of the general board 

David O. McKay 
Stephen L. Richards 
George D. Pyper 
John F. Bennett 
George M. Cannon 
Horace H. Cummings 
Henry H. Rolapp 
Howard R. Driggs 
Milton Bennion 
Ciiarles H. Hart 
Adam S. Bennion 
Edward P. Kimball 
Tracy Y. Cannon 
T. Albert Hooper 
Alfred C. Rees 

Frederick J. 

Robert L. Judd 
Charles J. Ross 
Frank K. Seegmiller 
Albert E. Bowen 
P. Melvin Petersen 
Albert Hamer Reiser 
George R. Hill, Jr. 
Mark Austin 
Elbert D. Thomas 
Joseph Fielding Smith 
George A. Holt 
James L. Barker 
T. Percy Goddard 
David A. Smith 
George H. Durham 

department associates 

Florence Home Smith Teasie Giauque 

Inez Witbeck Lucy Gedge Sperry 

Marie Fox Felt 

Vol. 66 


No. 12 

Count Your Blessings 

At a recent Fast Meeting, in a farm- 
ing district hit hard by prevailing 
market conditions, we made some in- 
teresting observations. The people as- 
sembled slowly, in rather gloomy mood. 
Their countenances bore signs of 
trouble and distress. However, during 

the blessing of a half dozen darling 
babies there was a noticeable brighten- 
ing up of the atmosphere. Then they 
sang our popular Sunday School song, 
"Count Your Blessings." 

When upon life's billows you are tempest 
When you are discouraged, thinking all 
is lost, 
Count your many blessing, name them one 
by one. 
And it will surprise you, what the Lord 
hath done. 

At the end of the first verse the con- 
gregation sat up a little straighter. 
The spirit of the song seemed to grip 
them. A new and compelling warmth 
seemed to fill the house. 

Are you ever burdened with a load of 
Does the cross seem heavy you are call- 
ed to bear? 
Count your many blessings, ev'ry doubt 
will fly, 
And you will be singing as the days go 

Count your blessings, Name them one by 
Count your many blessings, See what 
God hath done. 

Testimonies came thick and fast. 
Sweet baby faces and blessings, with 
the spirit of song mellowed by the 
Spirit of the Lord, had done the mar- 
velous work. It was a glorious meet- 
ing! ' 

This circumstance suggests the 
thought that if we can get the same 
spirit, during the coming holidays, as 
was engendered in that Fast Meeting 
we will have a happy time in spite of 
conditions. What do a few hardships 
mean in the final analysis? They are 
but trifles in the great plan pi eternal 
progression. The habit of counting 
our blessings instead of our burdens is 
a good one. The story is told of 
Private Murphy of the British Army, 

Dec, 1931 



during the World War, -who had the 
disposition to thank providence for 
everything which came his way. After 
being caught in a shell-hole, where 
he was imprisoned for two days with- 
out food, he crawled back into the 
trenches one morning just as the last 
of the stew was being rationed out to 
the men. He received his portion in 
his tin plate, and as he was about to 
raise the first spoonful to his mouth, 
one of his companions, a briUiant joker, 
knocked his ^rm, and the whole mess 
spilled on the ground. W^th a coarse 
guffaw the joker cried, "Well, what 
have you got now to be thankful for. 
Murphy ?" With a broad grin, though 
his stomach was ,gnawing through his 
vitals, Murphy replied, "Thank [the 
Lord] I still have my appetite!" 

The Latter-day Saints have cause to 
be grateful. They are more blessed 
than many communities. A greater 
percentage of the people own their own 
homes. This in itself is a good pro- 
tection against adversity. Our village 
farm system, established by the pio- 
neers, provides food for a larger per- 
centage of population than other sys- 
tems. iWe enijoy ;all the fruits of 
modern science and invention. We 
have love and courage, as evidenced by 
the high wave of helpfulness in the 
land. And above all we have the Gos- 
pel of Jesus Christ the fruits of which 
are "love, joy, peace, long-suffering, 
goodness, faith, meekness, temper- 

With these thoughts in mind The 
Instructor extends to all its best wishes 
for I 

A happy, joyous Christmas. 

Dependence Upon God 

That human wisdom alone cannot 
guide the world out of the mess it ii 
in, is the opinion of President Herbert 

Hoover, judging frorh the concluding 
paragraph of his recent address before 
the American Legion Convention, as 

follows : ' 

"With the guidance of the almighty 
God, with the same faith, courage and 
self-sacrifice with which you, backed by 
the nation, won victory fourteen years 
ago, so shall we 'win victory to-day." 

It is as old as civilization that in 
times of prosperity people are prone 
to forget the God to whom they pray- 
erfully turn when adversity comes. It 
is well illustrated in American history. 
George Wiashington fell on his knees 
at Valley Forge and Abraham Lin- 
coln acknowledged that he was "driven 
to his knees when there was no other 
place to go." In his proclamation of 
March 30, 1863, President Lincoln 
says : 

"We have forgotten God; forgotten the 
gracious hand which preserved us in peace 
and muhiplied and enriched and strength- 
ened us. * * * We have become too self- 
sufficient tO' feel the necessity of redeem- 
ing and preserving grace, too proud to 
pray to the God that made us. * * * "It 
behooves us, then, to humble ourselves 
before the offended Power, to confess our 
national sins, and to pray for clemenc}' 
and forgiveness." 

Other presidents of the past have 
called upon the people to give thanks- 
giving to God for His goodness and 
mercy, and to appeal to Him for help 
in time of calamity. President Wilson, 
during the great war, made frequent 
appeals to the Lord for aid and com- 

And now comes President Hoover 
who says that victory over today's dis- 
tressful conditions can only be accom- 
plished "with the guidance of the Al- 
nidghty God" 

It augurs well for any government 
when its leaders have an abiding faith 
in the Almighty, and the Nation gets 
down on its knees. 

By J. M. Sjodahl 

Portentous are indeed the events 
transpiring in the world today, and well 
worthy of the attention of all. who, 
like Simeon of old, or Anna, the proph- 
etess, are looking for the coming of 
the Redeemer. And among these 
events, these signs of the times, the 
disturbances in Manchuria demand our 
first attention. 

Hostilities Begin 

On October 8th, word reached the 
outside world that Japanese planes had 
been dropping bombs on buildings at 
Manshal, the provisioned capital of the 
governor of Manchuria, and shortly 
afterwards that Mukden, the capital, 
had been occupied by Japanese armed 
forces. At the same time, notice was 
served on the world that Japan would 
not tolerate interference in her affairs 
'by the League of Nations, or Amer- 
ica, or any foreign power. 

Appeal to the League of Nations 

But China appealed to the League. 
On October 16, the question came up 
before the Council of that body, at a 
meeting, which was attended also by 
a representative of the United States, 
in addition to the members of the 
Council, and on their invitation. Ja- 
pan was, from the first, anxious to 
keep the League out of the dispute. 
Her claim was that her military opera- 
tions in China were not "war," but 
necessary measures for the protection 
of her people and interests agaaist 
bandits, and consequently outside the 
jurisdiction of the League. 

The Council and the United States 
took another view, and, after a dis- 
cussion that lasted for 11 days, ad- 
vised Japan to evacuate the positions 
held illegally, and to settle with China 

by peaceful means. She was given 
till November 16 to withdraw her 
troops. On October 19, the Japanese 
representative in Washington informed 
Secretary Stimson that Japanese 
troops had already begun their retreat, 
and so, undoubtedly, they had, but at 
the same time, reinforcements had been 
sent to take their place. At all events, 
hostilities continued, and on Novem- 
ber 6, it became known that a three 
days' battle had been fought about 
a bridge over the Nonni river, with 
many casualties on both sides. Judg- 
ing from the reports, it is plain that 
Japan commenced hostilities for the 
express purpose of obtaining and keep- 
ing a large part of Chinese territory. 
Japan, since then, has formally re- 
fused to comply with the suggestion of 
the Council and the American govern- 
ment. A meeting of the council has 
been called for November 17, to meet 
at Paris, and this meeting is still, at the 
time of this writing, considering mea- 
sures for the prevention of further 

Politics and Religion 

In order to understand the situa.- 
tion, it is necessary to remember that 
Japan is entirely in the hands of the 
military power. Since 1887 the coun- 
try has a constitution, but in the pre- 
amble to this document, the purely mil- 
itary -conception is embodied, that the 
Mikado sits upon a "the throne of 
a lineal succession unbroken for ages 
eternal." As such he is revered, as 
having come directly from the sun- 
goddess. The belief is : "The empire 
was entrusted, by the Sun-goddess, to 
her descendants with these words: 'My 
children, in their capacity of deities, 
shall rule it.' For this reason, this 

^''■' '9^' SIGNS OF THE TIME 721 

country, since heaven and earth began, road, and obtained a lease on Kvan- 
has been a monarchy. * * * The duty tung with the harbor of Dairen. Since 
has therefore devolved upon us, in our then, the Japanese have colonized Man- 
capacity of celestial divinity, to regulate churia quite extensively. Japan has 
and settle it." a powerful military class, and those 

The state religion of Japan is the familiar with the conditions claim that 

Shinto. This is a religion with some this class is now exerting itself, in 

good features, such as reverence for spite of the government and the com- 

God as revealed in nature ; a firm belief mon people, 
in the relationship between God and 

man, and in the religious value of pur- ^ Chinese View 

ity and cleanliness. Accepting the doc- The Chinese allegation is that the 

trme of the divine origin and nature militarists in Japan have a well-defined 

of their emperors, the Japanese are plan for world-conquest. The plan m- 

loyal up to and beyond the point of fa- eludes the seizure of Formosa, which 

naticism. They believe that they are was accomplished in 1894-5 ; the con- 

the chosen people of God, and that the quest of Korea, which was done in 

presence of God is manifested in the 1910; the next is the annexation of 

emperor. They believe— and this ac- Manchuria and Mongolia, with a view 

counts partly for their imperialistic to obtaining the pohtical and religious 

policy — that Shintoism is destined to leadership of Asia, 

become the universal religion and the This invasion of* China comes at a 

savmg culture of mankind. Their duty, time vs^hen that country is more than 

therefore, is to spread that religion and usually defenseless. For about twenty 

culture, until the emperor of Japan years it has ibeen torn by internal 

shall become the supreme temporal and strife, by which a condition of an- 

spiritual ruler of the world." archy has developed, making it possible 

The Japanese have, in their state for thousands of outlaws to live on 

religion and their political conceptions robbery and murder. And then, last 

the strongest possible motive for a summer, the country was visited by 

policy of expansion. floods in which millions lost all they 

Manchuria had, and many perished. 

But they have also an ecomonic mo- ^ Terrible Calamity 
tive, or, at least, so they believe. They Dr. Sven Hedin, the famous ex- 
need more room for a rapidly increas- plorer, has said recently, that the 
ing population. Manchuria is a large earthquake in Japan eight years ago 
country with vast resources. It has was a small calamity, compared to 
about 24,000,000 farmers, and, besides this catastrophe in China last sum- 
the farms, a wealth of coal, iron and mer. The greatest river in China, 
timber. Historically, it has been part which flows through the richest and 
of China since 1616, when the Man- most populated district, overflowed its 
churians conquered China and placed banks for a distance of a thousand 
on the throne, an emperor, whose de- miles. The river, which ordinarily is 
scendants ruled until 1912. Russia, in about a mile wide, became an elon- 
1860, got part of the country with the gated lake. Three cities, Wuchang, 
important hart)or of Vladivostok. Hankou and Hanyang, with a popula- 
• In 1905 Japan invaded Manchuria tion of two million souls, were over- 
success fully, hut obtained only a small; flowed, and quite large barges were 
portion of the conquered territory. She navigating in the streets of Hankau. 
was, however, given the privilege of More than 40, 000,000 starving human 
building the south Manchurian rail- beings lost their homes. People were 



)ec., 1931 

seen to cling to the roofs of their 
houses, until these collapsed, and the 
unfortunate people were precipitated 
into the water. To the military party, 
these awful conditions were an invita- 
tion to plunder. 

Russia in the Background 

Russia's interest in the Japanese in- 
vasion is not yet revealed. But the 
Russian communists have been quite 
active lately, both at home and abroad, 
proclaiming the customary falsehood 
that the "capitalist countries" are all 
in a league against Russia, and that 
the Russians must be "prepared" to 
defend her boundaries against the 
United States, Great Britain, etc. Such 
wild, unfounded statements can have 
only one purpose, and that is to in- 
flame the minds of the simple people 

to such an extent, that when the lead- 
ers give the word, their victims will 
rush to the fields of carnage, as to a 

In all probability, if Japan, as now 
seems to be her purpose, keeps her 
"sphere of influence" in Manchuria, 
Russia will keep hers, and then the 
two will, at some future time, have to 
discuss the question of ownership be- 
tween themselves. 

I hope the meeting of the Council of 
the Leagtie, which is still in session, 
may find some way of pouring the oil 
of peace upon the waves of strife; that 
the Master may be permitted to come 
upon the roaring waters with his al- 
mighty, "Peace, be still !" There is 
no refuge, no other way to the harbor 
of calm and safety. 



Walter F. Smith, Suyerintendent writes: "This Sunday School was orsanlKed 
in June, T!vlth about a doxen Indian children. Today we Kave thirty enrolled Includ- 
ing both children and adults. This it* the first time a Sunday Sdiool has been oon- 
dueted here, and we are proud of the progress being made." 



General Superintendency : David O. McKay, Stephen L. Ricbardi and Geo. D. Pyptar 


Moderato. ALICE ThornlEY. 









. I 









^ — 







Purify our hearts, our Savior, 

Lrct us go not far astray, 
That we may be counted worthy 

Of Thy Spirit, day by day. 














I -&- 








(Ephesians, Fotuth Chapter, Eleventh and Twelfth Verses.) 

"And he gave some, apostles; and some, prophets; and some, evan-/ 
gelists; and some, pastors and teachers; 

"For the perfecting of the saints, for th^ work of the minibtt^y, for the 
edifying of the body of Christ . 



Dec, 1931 


The First Talk 

Our boys and girls have a great ad- 
vantage in making their first talk early 
in life. Those who begin early are most 
likely to learn to sing, to play a musical 
instrument, to be good public speakers. 
As we .grow older our critical ability is 
apt to out-strip our ability to create, and 
we are too embarrassed and too self-con- 
scious to try. 

Many of the talks given by the boys and 
girls are very good, and would do credit 
to much older people, but they are not to 
be valued chiefly for themselves, but for 
the training and growth they give, for the 
preparation they afford for the future cit- 
izen and active worker in the Church, 

The talk will consist of a beginning or 
introduction, a middle or discussion, and 
an end or conclusion. It is well to pre- 
pare the discussion first. Think, talk and 
read about the subject. Jot down any 
point that occurs to you as you read, 
preferably on a separate small sheet of 
paper. Then later without rewriting, 
you can go through it and throw away a 
point, or by shufifling the slips of paper, 
give it any place you choose in the talk. 

Study the relation of the various points 
to each other, and choose the main idea. 
Arrange the points around this main idea, 
according to place, time, or logic. 

Then proceed to prepare the beginning 
or the introduction to your talk. What 
is there in the discussion, that the audi- 
ence is interested in, that they know 
something about, that they would agree 
to, and that will lead naturally :'to the 
discussion or the main part of the talk 
itself? And how can you get from this 
introduction or beginning to the talk 
itself? You could begin by saying some- 
thing about yourself, but this would not 
lead to what you want to say, and it is 
not interesting. You could tell an in- 
teresting or funny joke, but if it has noth- 
ing or little to do with your subject, you 
had better not. 

Having prepared the middle and the be- 
ginning of the talk and how to get from 
one to the other, it is now time to prepare 
the ending. It may be a statement of 
what your talk leads to, your conclusion, 
a statement of what you want the people 
to whom you are talking to believe, to 
think, to do, or it may be a summary of 
all you have said. It should be welll 
thought out that it may be strong, and so 
that you may be able to stop when you 
are through. Then think out carefully 
how you are going to get from the middle 

of your talk — the discussion, to the end — 
the conclusion. 

From the beginning to end of the talk, 
remember that you are not simply giving 
facts, but that these facts have a meaning, 
that there is a message in them, and keep 
this message in mind. 

You will perhaps feel afraid when you 
think of facing the people. This is na- 
tural; in fact, it is doubtful if anyone could 
ever learn to talk who did not feel the 
thrill of it. But this fear will not flceep 
you from remembering what you want to 
say, and will not last after the first few 
sentences if you have gone over it, over 
and over again in your mind, and then 
talked it in conversation to your boy or 
girl friends, to your father or mother or 
to your teacher. But do not write any 
more than an outline of it, and do not 
look at this while talking. 

Prepare somewhat more material than 
you can use. Fix the beginning, the end 
of your talk, and how you get from the 
beginning to the middle, and from the 
middle to the end firmly in your mind, 
and talk all of it to others in conversation 
until you are thoroughly familiar with it. 
Try not to think of yourself, but of the 
message you have for the people and 
having made the best preparation you 
can, rely on your Heavenly Father to 
cause anything that is not good to, be for- 
gotten and everything that is good to 
stick in the minds of your hearers. 

References: Pittenger, Extempore 
Speech; Public Speaking, Winans; Plat- 
form Speaking, Collins. 

Assignment: Let students and teacher 
(or one to whom the responsibility has 
been given) offer criticism (strong and 
weak points) and means of improvement 
of ideas and their arrangement in the two 
and a half minute talks given in class. 


Paul's Sermon on Mars' HUl 

In this speech Paul keeps in mind the 
message, the facts, with which he has to 
acquaint the Athenians; their present be- 
liefs and manner of thought; and the pur- 
pose of his talk — the use he desires to 
make of the facts — the eflfect he desires to 
produce upon . them. 

In the Introduction he finds a common 
meeting ground between their present be- 
liefs and his message: "I found an altar 
with an inscription *To the unknown God', 
him declare I unto you," He brings his 
message to them at the narrowest point 
of the gulf that separates them. 

In the Discussion he develops the facts: 

Dec, 1931 



God has created the world, He does not 
dwell in temples, etc. As in the intro- 
duction, Paul loses no opportunity to em- 
phasize what he and the Athenians have 
in common; 'Since we are of His blood 
as some of your poets have said.' One of 
the weaknesses in missionary writins and 
speaking today is the prevalent failure to 
study the beliefs, state of knowledge, ex- 
perience, and prejudices of the readers or 
audiences and how, in bringing our mes- 
sage to them, to make the most direct, 
sympathetic, and easiest approach. 

Transition: God has been long-suffer- 
ing and patient in the past. 

Conclusion: God now calls on all men 
to repent (including you). 

Introduction: Ye men of Athens, I 
perceive that in all things ye are too su- 
perstitious. For as I passed by, and be- 
held your devotions, I found an altar with 
this inscription, To The Unknown God. 
Whom, therefore ye ignorantly worship, 
him declare I unto you. 

Discussion: God that made the world 
and all things therein, seeing that he is 
Lord of heaven and earth dwelleth not in 

temples made with hands; Neither is wor- 
shipped with men's hands, as though he 
needed any thing, seeing he giveth to all 
life, and breath, and all things; And hath 
made of one blood all nations of men for 
to dwell on all the face of the earth, and 
hath determined the times before appoint- 
ed, and the bounds of their habitation; 
That they should seek the Lord, lif haply 
they might feel after him, and find him, 
though he be not far from every one of 
us: For in him we live, and move, and 
have our being; as certain also of your 
own poets have said. For we are aliso 
his offspring. Forasmuch then as we are 
the offspring of God, we ought not to 
think that the God head is like unto gold, 
or silver, or stone, graven by art' and 
man's device. 

Conclusion: And the times of this 
ignorance God winked at; but now com- 
mandeth all men everj^v/here to repent; 
Because he hath appointed a day, in which 
he will judge the world in righteousness 
by that man whom he hath ordained; 
whereof he hath given assurance unto 
all men, in that he hath raised him from 
the dead. 

Uniform Lesson for February 

Uniform Lesson for February 7th. 
Subject: Honesty and Trustworthiness. 

(Note: Some schools may find it de- 
sirable, for the presentation of the Uni- 
form Lesson, to combine the departments 
into two groups, viz: One consisting of 
the _ Gospel Doctrine and Missionary 
Training classes, and the other composed 
of the Lesser Priesthood, or "A" "B" "C" 

The Uniform Lesson is intended for 
all departments except the Kindergarten, 
Primary and Church History.) 

character and should be prominent char- 
acteristics of every Latter-day Saint. 


Suggestive Outline for Teachers 

Text: Lesson Leaflet for February 7th, 
found in quarterlies for Gospel Doctrine, 
Missionary, Old and New Testaments and 
Book of Mormon departments. 

Supplementary References: Any con- 
cordance or topical Bible; "Moral Teach- 
ings of the New Testament", chapter 18, 
19— Bennion; "The Life and Teachings of 
Jesus; pages 278-288— Kent ; "The Work 
and Teachings of the Apostles," pages 45- 
54; 190-223. 

Objective: To show that honesty and 
trustworthiness are essential to good 

I. The Ninth Commandment "Thou Shalt 
not steal" Exodus; 20:15. 
a. Types of Theft. 

1. ITaking by Violence. 
The holdup, thug, burglar, pick- 
pocket, etc, 

2. Taking by Cheat. 
Embezzlement, fraud, deception, 
sharp practice in barter and trade, 

Distinguish between the "good trader", 
so called, and the square dealer. 

Are there such things as honest tricks 
in trading? 

To what extent are you restrained by 
the other man's ignorance? 

What are the factors of an untainted 

3. Taking within the Law. 

(a) By advantage. 

One industrial leader has said: "Better 
try to be honest than try to be clever. 
There is so much less competition in 
being honest." 

(b) Profiteering. 

How should conscience guide? 



Dec, 1931 

Is the Golden Rule applicable in marts 
of trade? 

"Therefore all things •whatsoever ye 
would that men should do to you, even 
so do ye also unto them." — ^^Luke 6:31. 
4. The Slanderer. 

"Thou shalt not bear false /witness 
against thy neighbor? 

What relation does the Ninth Com- 
mandment bear to the subject of honesty? 

"Who steals my purse, steals trash, * * * 
but Jhe who filches from me my good 
name robs me of that which not enriches 
him, but makes me poor indeed!" 

— Shakespeare. 


Suggestions on Preparation and Pre- 
sentation: This lesson can best be taught 
by abundant use of concrete examples, 
illustrations may be drawn from both 
scriptural and secular /sources. The great 
characters of the Bible, the Book of Mor- 
mon, and 'Modern Church History may be 
supplemented by examples from secular 
history, e. g., Washington, Lincoln, Alice 
Freeman Palmer and others. 

Examples should be presented from 
every day observations of the humble 
duties of life as experienced by both 
teacher and pupils. 

The value of trustworthiness as a means 
of developing spiritual power should be 

Additional Helps and Illustrations 

State how each of the following bears 
upon the scriptures cited above: 

1. A banker once asked the principal of 
the L. D. S. Business College for a student 
who could go into bank accounting. "I 
desire," said the banker, "to know his 
habits; does he smoke, drink, stay out late, 
gamble? And who are his parents?" 

"Why the last question?" inquired the 

"Well," said the banker, "trustworthi- 
ness runs in certain families, though it is 
not hereditary." 

Can you explain what the banker 
meant? Why do bankers prefer trust- 
worthy to brilliant employees? 

2. One young man has formed the habit 
of early rising and retiring; another is 
irregular in both respects. Which is more 
dependable? Why? 

3. When does a team win — on the day 
of the game, or in the weeks of practice 
that precede it? Explain. Describe how 
to become a trustworthy player. 

4. Was it his sudden resolve on the 
night of the betrayal that made Judas un- 

trustworthy? Or his previous course of 
life? Prove your answer. 

5. Can those be trusted who will not 
trust others? Why not? Do we each 
measure others by ourselves? 

6. Alexander the Great, when overrun- 
ning Greece, endeavored to bribe Phocian, 
an Athenian general, surnamed The Good. 
He offered him riches and his choice of 
four cities in Asia. The answer of Phocian 
bespoke the spotless character of the man: 
"If Alexander ^really esteems me." he said, 
"let him leave me my honesty." Are we 
in need of Phocians in public life today? 

7. Are there even great men who can be 

Demosthenes, the eloquent, visjted Har- 
palus, one of Alexander^ chiefs, and 
showed admiration of the chief's beautiful- 
ly engraveed cup of gold. "How much 
will it bring?" he asked. "It will bring 
you twenty talents," the chief answered. 
That night the cup was sent to Demos- 
thenes, with twenty talents in it. The 
present was not refused, but the circum- 
stance led to the disgrace of the orator, 
who soon after poisoned himself. 

8. Are there men whom the lust of 
oflfice cannot kill, nor the spoils of office 

Wellesley, afterwad Duke of Welling- 
ton, was offered a large sum from an In- 
dian Prince for a certain court secret. 
Sir Arthur looked quietly at the mes- 
senger and said: "It appears, then, 
that you are capable of keeping a secret?" 
"Yes, certainly." "Then so am I," said 
the English general. He refused the offer 
and bowed the minister out. 

9. What seems to be the greatest need 
in public life today? 


The year 1931 has been devoted to ac- 
counting for everyone. Every ward has 
been divided into districts and every home 
in every district presumably has been 
visited by fact-finders. By them a "Fam- 
ily Record" form has been filled out. For 
Latter-day Saint Families the information 
has ibeen rather complete and detailed. 

The recommendations of the General 
Board are that the names appearing upon 
the Family Record Forms be classified 
into rolls corresponding to the Sunday 
School departments. The names of all 
children four to six years old inclusive 
will be placed upon the Kindergarten 
record. All seven to nine inclusive upon 
the Primary record; all ten and eleven — 
Church History; all twelve to fourteen in- 
clusive on the "A" Department record; 

Dec, 1931 



all fifteen to seventeen inclusive on "B" 
record; all eeig-hteen to twenty in "C" 
Department; all twenty-one and over on 
the Gospel Doctrine Department record — 
which may be divided among the Elders, 
Seventies and High Priests. 

These classified lists of all Latter-day 
Saints in the ward are the materials which 
enlistment committees of teachers, pupils 
and specially appointed workers are to use 
in visiting every person and winning 
everyone to activity. 

Foresighted Sunday School workers in 
many stakes have pushed the accounting 
work through to completion and now are 
devoting themselves to the task of utiliz- 
ing to best advantage the facts found by 
those who made the house to house sur- 
vey. The classifications specified above 
have been made. Purposeful enlistment 
work has been started and is being pur- 
sued with diligence and intelligence. 

As the classified lists are put to use the 
enlistment workers make a very import- 
ant discovery — that the most efTective" en- 
listment work can be done only by per- 
sonalizing enlistmen,t efforts. 

An enlistment worker given a list of 
twenty persons unenrolled soon discovers 
that he cannot aproach everyone of 
them in the same way. He must use a 
different appeal in each case. Reasons for 
inactivity are different. Time of visit as 
a factor will differ. * 

For these reasons he finds it desirable 
to reclassify his list. He also finds it 
desirable to preserve special memoranda 
relating to each person. 

The Sunday School in making assign- 
ments of its members to classes must 
consider each member as an individual. 

Individual card records are developed 
to meet these needs in a convenient and 
practical way. 

The Brigham City Fourth Ward Sun- 
day School, C. O. Roskelley, Superintend- 
ent, (Brigham Gity, Utah) has developed 
a compact card system for enlistment and 
personal accounting purposes. Exchange 
of forms used by other wards and stakes 
is desired by these workers. 

Granite Stake has an individual card 
system also. Superintendent is Clyde 
Hansen, 1314 Stratford Avenue, Salt Lake 
City, .Utah. 

Other stakes and wards which have de- 
veloped isystems for 'this purpose arc 
requested to send to the General Secre- 
tary 47 East South Temple Street, Salt 
Lake .City, Utah, samples and names of 
persons who can explain their systems so 
they may be passed on to others who may 
be interested. 


The Annual Report is important every 
year because it constitutes the ward super- 
intendent's account ,of the manner in 
which he and his associates have dis- 
charged the responsibility given them for 
teaching the Gospel. 

This year the Annual Report is of un- 
usual importance because it is the ward 
superintendent's account of the progiress 
he and his associates have made in "ac- 
counting for" and teaching the Gospel to 

The year 1931 has been devoted to the 
campaign of accounting for everyone in 
the hope of bringing in and holding every- 
one through the power and inspiration of 
the Gospel, well-taught, in Sunday Schools 
full of beauty and inspiration. The 
year 193il will hereafter be regarded 
as an important year because it is the first 
year in the second century of the Restora- 
tion and because in it the Sunday School 
workers of the Church set for themselves 
the objective of Accounting for Everyone 
and bringing them in. It will always be an 
important year because the objective un- 
dertaken in it is a permanent one to which 
every succeeding year is committed. 
Every year hereafter must show gains 
over 1931 as 1931 must show results of 
the preliminary efforts at accounting for 
everyone and bringing them in. 

The objective of 1931 when compared 
with the modest objectives of former 
years is remarkable for its boldness and 
for its stirring challenge to the future. 

For these reasons the 1931 Annual Re- 
port must forever be important. Here- 
after it will be referred to in the wards 
and stakes of the Church as the year in 
which we made our first united-Church- 
wide effort to discharge our complete re- 
sponsibility to serve everyone. The year 
1931 becomes the standard by which we 
may measure all future effort, gaining 
satisfaction at the improvement made, re- 
newing our resolution and redouWing our 
efforts to make every year as great or 
greater improvement. 

The Annual Report fqr 1931 must be 
distinctive in one important respect also; 
namely, in its Reliability. This valuable 
quality can be produced by efforts to 
make it accurate and complete. 

Secretaries are being instructed to give 
their best to the report this year to the 
end that it will be thoroughly reliable, 
Superintendencies of Sunday Schools — 
ward and stake — are held responsible for 
it. Please, therefore, cooperate with the 
secretary in producing a thoroughly re- 
Kable report for 1931. To this end read 
the instructions to secretaries in this issue 
of The Instructor. 



Dec, 1931 

The New Ward Monthly Reports 

These new monthly reports are de- 
signed to give you a month to month con- 
trol of the forces which make your efforts 
successful. The General Board through 
careful monthly studies of the reports is 
gaining a new viewpoint of Sunday School 
conditions and needs. 

Throughout the months of 1932 it is 
hoped the reports will be forthcoming 
promptly from every ward in the Church. 
The General Board, to show its interest 
in the reports, its appreciation of their 
value and its desire to keep in close touch 

with ward and stake progress, will send 
to Stake Superintendents free of charge 
a year's supply of these report forms for 
1932. This will give every Sunday School 
the means of (and there will be no ex- 
cuse for failure in) reporting every 
month. The wards should preserve their 
year's supply with care to avoid loss or 
damage, because any forms needed in 
addition to those sent free must be pur- 

The whole-hearted cooperation of all 
superintendents in the campaign to get a 
report every month from every school is 
respectfully urged. 


The following schools contributed 100% 
to the 1931 Dime .Fund, but report was 
not received in time for publication in an 
earlier issue: 

Billings, Montana, Duluth, Minn., 
Grand Forks, N. D., and St. Paul, Minn., 
Sunday Schools of the North Central 
States Mission. 

First, Third, LeGrand, Liberty and Yale 
Wards of Liberty Stake. 

Fort Hall Sunday School of Blackfoot 

Victor, and Jackson Sunday Schools of 
Teton Stake. 

Emerson Sunday School of Minidoka 

American Fork First Ward, Alpine 

Chesterfield and Lund, Sunday Schools 
of Idaho Stake. 

Kanab, Mt. Carmel and Moccasin Sun- 
day Schools of Kanab Stake. 

Mt. Trumbull, Pine Valley, Santa Clara 
and Washington Sunday Schools of St. 
George Stake. 

College West, jLogan Eighth, Provi- 
dence First, River Heights and Stake 
Board of Lqgan Stake. 

Mohrland Sunday School of Emery 

Grant -'Sunday School of Rigby Stake. 

Draper Sunday School of East Jordan 

Hyrum Second, Hyrum Third, Mendon 
and Wellsville First Ward Sunday 
Schools of Hyrum Stake. 

Shelley Second Ward of Shelley Stake. 

Columbia, and Scofield Sunday Schools 
of Carbon Stake. 

Fourteenth, Seventeenth, Twenty-fourth, 
Twenty-ninth, Thirty-fourth, Capitol Hill, 
Primary Convalescent Hospital Sunday 
Schools and the Stake Board of Salt Lake 

Lindon, Pleasant Grove First, Pleasant 
Grove Second, Pleasant Grove Third, and 
Windsor Wards of Timpanogos Stake. 

Lehi First, Second, Fourth, Fifth and 
Fairfield Wards of Lehi Stake. 

Monticello Ward Sunday Schools of 
San Juan Stake. 

Logandale, Bunkerville, Overton and 
Mesquite Sunday Schools of Moapa Stake. 

Mesa Third, Mesa Fourth, Tempe and 
Pine Sunday Schools of Maricopa Stake. 

Gila and Globe, Arizona, Sunday 
Schools of St. Joseph Stakes. 

Eagle, Kuna and Ontario Sunday 
Schools of Boise Stake. 

Daniel, Heber First, Second, Third and 
Midway Second Ward Sunday Schools of 
Wasatch Stake. 

Alameda, Burlingame, Dimond, Mission, 
Oakland. San Francisco, Sunset and Wal- 
nut Creek Sunday Schools of San Fran- 
cisco Stake. 

An Important Question 

"Ask the average politician about unemployment and a solution to 
the economic depression and what does he say? 

"He begins talking about the return of light wines and beer and 
the five-day week. 

"It is more important to us to be able to buy a square meal and 
have a surplus than to know where we can buy a drink," — Governor 
(Alfalfa Bill) Murray of Oklahoma. 


George R. HUl, Jr^ Chairman: James L. Barker and J. Percy Goddard 


Choosing the Objective 

See October Instructor. 

For the purpose of illustrating steps 
followed in getting a lesson ready for 
teaching the New Testament lesson 
"Christ Chooses His Apostles" (May, 
1932) will be used as a model. This 
analysis will be presented in this and two 
other issues of The Instructor. 

Gather Random Thoughts 

In reading the text which follows we 
shall note any random thoughts of inter- 
est that may occur to us. It is well to 
write these as we go along. 

Text of Lesson and Thoughts Occurring 
While Reading It 

Matthew Chapter 10 

1. And when he had called unto him 
his twelve disciples, he gave them power 
against unclean spirits, to cast them out, 
and to heal all manner of sickness and 
all manner of disease. 

Jesus gave his disciples power and 
authority. (Thought 1.) 

2, 6. Now the names of the twelve 
apostles are these; The first, Simon, who 
is called Peter, and Andrew his brother; 
James the son of Zebedee, and John his 
brother; PhiHp, and Bartholomew; 
Thomas, and Matthew the publican; 
James the son of Alphaeus, and Lebbaeus, 
whose surname was Thaddaeus; Simon 
the Canaanite, and Judas Iscariot, who al- 
so betrayed him. These twelve Jesus sent 
forth, and commanded them, saying, Go 
not into the way of the Gentiles, and in- 
to any city of the Samaritans enter ye 
not: But go rather to the lost sheep of 
the house of Israel. 

Jesus chose twelve disciples. (Thought 
2.) 1 

Jesus sent his disciples to preach to 
the Jews only. (Thought 3.) 

5, 6. These twelve Jesus sent forth, and 
commanded them saying, Go not into the 
way of the Gentiles, and into any city 
of the Samaritans enter ye not: But go 
rather to the lost sheep of the house of 

_ What the Lord may command at one 
time, he may not command, or may com- 
mand the opposite at another. (See "Go 
ye into all the world," etc. Mark 16:15.) 
(Thought 4.) 

7, 8. And as ye Ko, preach, saying. The 
kingdom of heaven is at hand. Heal the 
sick, cleanse the lepers, raise the dead, 

cast out devils; freely ye have received, 
freely give. 

The mission of the Twelve was to bless 
the people by preaching the Gospel, heal- 
ing the sick, casting out devilsi, and rais- 
ing the dead. (Thought 5.) 

9, 14. Provide neither gold, nor silver, 
nor brass in your purses, nor scrip for 
your journey, neither two coats, neither 
shoes, nor yet staves: for the workman is 
worthy of his meat. And into whatso- 
ever city or town ye shall enter, inquire 
who in it is worthy; and there abide till 
ye go thence. And when ye come into 
an house, salute it. And if the house be 
worthy, let your peace come upon it: 
but if it be not w^orthy, let your peace 
return to you. And whosoever shall not 
receive you, nor hear your words, when 
ye depart out of that house or city, shake 
off the dust of your feet. 

They were to give the people a chance 
to (Sacrifice something for them and their 
cause, by staying with them in their 
homes. It also served to help apostles 
abandon pride and aloofness and to 
mingle with the people in intimate fel- 
lowship. (Thoughts 6 and 7.) 

16. Behold, I send you forth as sheep 
in the midst of wolves: be ye therefore 
wise as serpents, and harmless as doves. 

The disciples were to rely not only on 
inspiration, but on thefir own wisdom. 
(Thought 8.) 

16, 17. Behold, I send you forth as 
sheep in the midst of wolves: be ye there- 
fore wise as serpents, and harmless as 
doves. But beware of men: for they will 
deliver you up to the councils, and they 
will scourge you in their synagogues; 

The disciples will be pursued by the 
civil and religious authorities. (Thought 

19, 20. But when they deliver you up, 
take no thought how or what ye shall 
speak; for it shall be given you in that 
same hour what ye shall speak. For it 
is not ye that speak, but the Spirit of 
your Father which speaketh in you. 

The disciples shall rely on inspiration 
to dictaite what they shall say. (Thought 

32. Whosoever therefore shall confess 
me before men, him will I confess also 
before my Father which is in heaven. 

The Lord will acknowledge those who 
acknowledge him, (Thought 11.) 

34. Think not that I am come to send 
peace on earth: I came not to send peace, 
but a sword. 

The Gospel brings peace only to those 
who accept it. (Thought 12.) 



Dec, ivii 

Aiark 3:13, 14, 15. And he goeth up in- 
to a mountain, and calleth unto him 
whom he would: And they came unto 
nmi. And he ordained twelve, that they 
should be with him, and that he might 
send them forth to preach, and to have 
power to heal sicknesses, and to cast out 

We chose twelve in order that they 
might be with him and in order that tie 
might send them to preach, that they 
might heal the sick and cast out devils. 
tihought 13.) 

Mark, Chapter 6:10. And he called un- 
to him the twelve, and began to send 
them forth by two and two; and gave 
them power over unclean spirits. 

He sent them forth "TWU BY TWO." 
C'ihought 14.) 

Luke, Chapter 6:13. And when it was 
day, he called unto him his disciples: and 
of them he chose twelve, whom also he 
named apostles: 

He caUed the twelve, "APOSTLES." 
(Thought 15.) 

John, Chap'ter 1:47, 48. Jesus saw 
Nathanael coming to him, and saith of 
him, Behold an Israelite indeed, in whom 
is no guile! Nathanael saith unto him, 
Whence knowest thou me? Jesus an- 
swered and said unto him, Before that 
Philip called thee, when thou wast un- 
der the fig tree, I saw thee. 

Through revelation, it was made known 
to Jesus whom to choose as apostles. 
(Thought 16.) 

Which truth shall we teach or shall we 
teach them all? 

The mind is able to pay attention profit- 
ably to but one thing at a time: like a 
sun glass, it must focus its rays on a 
single point. We may teach them but 
one truth or a group of truths subor- 
dinated to it but serving to establish the 
single truth. 

We now have to consider then the 
thoughts we have noted while reading the 
text in regard to their relation to each 
other, in regard to their relative import- 
ance, their possibilities of motivation and 
application, and other tests which may be 
applied to them as suitable objectives for 
the lesson. 

As we go over the possible objectives 
it is well to keep these standards and tests 
in mind that they may serve as a measur- 
ing scale for each objective proposed. 

"Our aim or objective (truth) for the 
lesson should be such as, taken together 
with the objectives of other lessons, will 
tend to bring about our general purp&se. 
(See Leaflet, Learning and Doing, Octo- 
ber, 1931, Teacher Training Lesson.) It 
should tend to increase appreciation, in- 
crease knowledge, create faith, incite to 
action, lead to habit formation and char- 
acter development, and should aid in se- 

curing a testimony of the Gospel and the 
companionship of the Holy onost. it 
should grow out of as many ot the facts 
of the lesson as possible. (If it is riot 
inherent in the lesson, it will seem in- 
sincere.J It should be distinctive of the 
ijospel of the Savior." 

it will gain in clarity, if it is brief and 
pointed, and stated in sentence form. 

The Test of Motivation 

The motivation of the objective must 
present no difficulties. 

The teaching of the objective "must 
make appeal to native impulses and de- 
sires: curiosity, imagination, contidence, 
desire for approval, desire to do things, 
to the courageous and the heroic, the 
"gang" instinct and the instinct of lead- 
ership. All such appeals to impulses and 
desires should have a direct relation to 
the aim or objective and not be used for 
their own sake. 

Thinking in terms of subject-matter 
and not in terms of the pupil may result 
in the absence of motive or in the use of 
motives that are too vague and remote. 

See Instructor for November. 

The Test of Application 

The aim (objective) should lend itself 
to the solution of problems leading to 
"right habits of thinking and speaking, 
right habits of choosing, right habits of 
action," and thus to character develop- 
ment and the right self-expression of the 

There must be a field for the applica- 
tion of the truth contained in the ob- 
jective. If possible, it should lead to ac- 
tion, to doing. Sec leaflet. Learning and 

Let us now apply these tests of the ob- 
jective to our random thoughts while 
reading the Lesson: 

"Jesus gave his disciples power and 
authority." (Thought 1.) 

In what part of the lesson is this truth 

What appeal can you make to native 
desires and impulses? 

In the solution of what problems would 
you use it? 

'The Lord will acknowledge those who 
acknowledge him." (Thought U.) 

Does this apply to a part or all of the 

Can it be used equally well in teaching 
some other lessons? 

Is it easily motivated? 

Is it possible to suggest problems in- 
volving right judgments and choices or 
action in its application? 

"Jesus called his apostles through rev- 
elation." (Thought 16.) 

Does this really grow out of the les- 
son? Or is it an inference that might be 

fee, ifiji 



disputed? If so. is it really inherent in 
the lesson? 

"Jesus chose twelve apostles." 
(Thought 2.) 

"Jesus gave his apiostles power and 
authority." (Thought 1.) 

"The mission of the twelve was to bless 
the people by preaching the Gospel, heal- 
ing the sick, casting out devils, raising the 
dead." (Thought '5.) 

"The apostles were to rely not only on 
inspiration, but on their own wisdom." 
(Thought 8.) 

"The apostles shall rely on inspiration 
to dictate what they shall say." (Thought 

"Jesus had more than human wisdom 
in choosing his apostles." "What the 
Lordi may command at one time, he may 
not command, or he may command the 
opposite, at another." (Thought 4.) 

"He chose twelve in order that they 
might be with him, and in order that he 
might send them to preach, that they 
might heal the sick and cagt out devils." 
(Thought 13.) 

Is each one of these true and inherent 
in the lesson? 

Does any one of these thoughts taken 
by itself cover more than a part of the 

Do they have any relation to each 
other? If so, what relation? 

Test for Supporting Facts 

Could they be used as supporting truths 
for a general objective that may be stated 
as follows: "The Lord suitts the teach- 
ings and the organization of His Church 
to the needs of the people?" 

Which facts_ would be available in sup- 
port of the objective. The aim determines 
the choice and use to be made of the 
facts? As supporting the objective con- 
sider these facts: 

(1) The apostles at one time were told 
to "Preach only to the children of Is- 
rael." Later: 'Go ye to all the world." 

Time of the primitive apostles and 
now: Preach tp all the world. 

(2) Signs were given in the Old Testa- 
ment (because they did not have, under 
the lesser law, the testimony of the Holy 

But Jesus said, "It is a wicked and 
adulterous generation that seeketh after 
a sign." 

3. Organization in time of Savior: 
Given as needed. Organization in time 
of Moses: Given as needed to suit de- 
velopment of people. Organization in 
time of Joseph Smith: Given as needed. 

. Test for Application 

Would it lend itself to application? 
Could we ask "If the authorities today 

should change some part of the organiza- 
tion or instructions to the Church in seem- 
ing contradiction with the past, what 
should our attitude be towards the change 
and them?" 

"How can we test changes in doctrine 
and organization in the history of the 
Christian Church? Of our own?" (Suited 
to needs of people, efficiency, etc.) 

"Apart from what our reason might tell 
us, what would be the supreme test of 
doctrine or organization?" (Spirit of testi- 

Test for Motivation 

Interested in our subject-matter, have 
we forgotten the age of our students (12 
to 14 years) and the difficulty of proper 
naotivation of the lesson? To what de- 
su:^ impulses, ins,tincts, or interests shall 
we appeal? 

In a lesson, at first sight, apparently 

not very rich, we have become entangled 
in the wealth of suggestions that have 
come to mind, how shall we find our 
way out? 

When Objective Fails to Meet These 
Tests, Renew Search 

We discuss the subject with others, we 
read references bearing upon it, and we 
further think and talk about it. Per- 
haps the following will occur to us: 

"The Twelve traveling counselors are 
called to be the Twelve Apostles, or spe- 
cial witnesses of the name of Christ in 
all the world." 

Does this as an objective lend itself to 
concrete application in the doing of some- 
thing ? 

Does it grow out of as many of the 
facts of the lesson as possible? 

What appeal shall we make to native 
interests, impulses, desires, etc., to grip 
the interest of the class? How shall we 
motivate this objective? 

When opposition developed to the Sa- 
vior's wish, He did not yield, but re- 
doubled His efforts ("He multiplied him- 
self by twelve.") 

Can this be made to appeal to some 
native impulse or trait? 

To the solution of what problems or. 
to what situations may it be applied? 

Can we find some objective that will 
include a number of these thoughts as 
supporting truths or sub-aims? 

Assignment for Union Meeting 

Apply the foregoing tests to this ob- 

The Lord will repudiate us even though 
we are members of His Church, if we do 
not live consistently. The Lord will honor 
us in our position, if we honor our mem- 
bership and Priesthood. 

L I B R A, R I E S 

T. Albert Hooper, Chairman; A. Homer Reiser and Charles J. Ross 


"The Falling Away", a new book by 
Elder B. H. Roberts has just been issued 
from The Deseret News Press. The 
Volume, handsomely bound, contains the 
series of discourses delivered by the 
author over radio station KSL, beginning 
March 10 and closing June 30, 1929. 

The theme of the book, as the title dis- 
closes is the great apostasy from the 
church that was established by Christ 
and his apostlas. The discourses are a 
brilliant exposition of the forces of dis- 
integration that set in soon after the 
ascension of Christ and worked their 
spiritual havoc through the long period 
of time intervening, down to the new dis- 

The motive of the writer is not de- 
structive in any sense. It is rather a 
purpose of showing the need for a new 
dispensation, by estabhshing the fact of a 
universal falling away from the Christian 
faith and doctrines. Elder Roberts' central 
aim in this work is to establish the credibil- 
ity of Joseph Smith's proclamation of the 
restoration of the gospel. He argues that 
had there been no apostasy there would 
be no occasion for a new dispensation. 

He proceeds with infinite care to review 
the history of the church from the begin- 
ning in order to demonstrate that Chris- 
tendom at the opening of the nineteenth 
century was in a state of confusion, and 
offered a pathetic picture of strife and 
perversion of the true faith. 

Though most of the discourses Ideal 
with eras of apostasy and centuries of 
discord, the ultimate message of the book 
Is one of hope and salvation for the world. 
The Three discourses on the Restoration 
read like the happy outcome of an other- 
wise tragic story. You feel at the end that 
the author has performed a necessary but 
melancholy task, only that he might in- 
vest with true meaning the unique claim 
of the iChurch of Jesus Christ of Latter- 
day Saints. 

Every member of the church especially 
men who hold the Priesthood should read 
this book. It is indispensable to mission- 
aries both at home and out in the world, 
for it is without any doubt, the best book 
yet offered on the apostasy. Every ward 
and Sunday School library should obtain 
a copy of this book for the use of teachers. 

Published by the Deseret Book Com- 
pany, Salt Lake City, Utah. Price $1.50. 
— T. Albert Hooper. 


A. Hamer Reiser, General Secretary 


Forms for the 1931 Annual Report have 
been forwarded to Stake Superintendents. 
Ward forms will be in your hands no 
doubt before you read these Instructions. 

Compilation of the Annual Report will 
be easier this year than ever before. The 
new monthly reports have prepared the 
way. Study the annual report _ carefully 
and you will see what information is de- 
sired and how much of It the monthly 
reports will help you get. If you have 
prepared the monthly reports regularly 
and have kept up the quarterly summaries 
in the new minute book, the compilation 
of a greater part of the annual report Is 
a matter of only a few minutes time. 

The questionnaire In the back of the an- 

nual report can be filled out most satis- 
factorily with the cooperation of the mem- 
ber of the superlntendency who is respon- 
sible for Records and Reports. Ask him 
now to help you get that Information. 
You need not wait until the last Sunday of 
the year for all of it. Much lean be ob- 
tained right now. For example, questions 
No. 4, 6, 7, 8, 9, 10, 11, 12 (except for 
December,) 13, 14, IS, 16, 17, 19, can all 
be answered now In pencil and If there 'is 
any change in the facts before the end of 
the year, it will be slight and the answers 
can easily be revised to conform thereto. 
Your whole report is discredited and 
looked upon with suspicion of Its being 
unrehable and false, if it is not in balance. 
The rules stated in section 3 of the 
"Instructions" for compiling the report 
(which "Instructions" are printed on the 

Dec, 1931 



report forms) are designed to produce 
absolute piathematical balance in your 
report. Study these rules carefully. They 
are not intricate or complicated. Apply 
each one theoretically to the form, follow- 
ing it through, and you will readily under- 
stand how the desired mathematical bal- 
ance is produced. From this procedure 
you will gain a sense of accuracy and bal- 
ance which when put to work finally upon 
the report will assure its accuracy. It 
will give you that thrill ,of satisfaction 
which comes from the knowledge that 
your workmanship is good and true. 

When you send the report off to the 
Stake Secretary, with everything complete 
and correct and the report ahead of time 
you should receive your pay check: "Pay 
to the order of 'Our Secretary' satisfac- 
tion worth more than $ and c." It will 
be drawn on the Bank of Confidence and 
signed by "A Good Conscience". You 
should deposit it in your Integrity Fund 
to be used throughout your life in creating 

an investment of Sound Character, which 
will pay you regularly handsome divi- 
dends of Self-Respect, Honor and Joy in 
times of Depression as well as in periods 
of Prosperity. Through such a Fund, to 
which you should add regular deposits of 
the same quality, you can build an Estate 
of Respect and Honor to leave to your 
loved ones, which will help them imore 
than all the money in the .world. 

Now read the "Instructions" on the re- 
port forms. _ Resolve now to follow them 
absolutely in every detail. Carry your 
resolve into effect Now. ■ Put your 
records in order. Begin now getting all 
the information you can. Be sure the 
report has mathematical balance, and that 
it reports the facts about your ^cIu^L 
Give the superintendency opportunity to 
audit it. Insist upon their doing so be- 
fore they sign it. Do all this, beforte 
January 10, 1932, and see how many days 
before that date you can get it safely into 
the hands of the Stake Secretary. 


Eduxn-d P. KimbaU, Chairnuin; Tracy Y. Cannon, Vice Chairman; P. Mehjin Petersen 

and George H. Durham 

emotion,_and directs technic." 

Technic implies in its widest sense, 
3. faultless mastery of every mechanical 
difficulty occurring in the music, and its 
performance in the required tempo with- 
out perceptible effort. 

In harmony with the definitions here 
given it imay be concluded that talent 
is the first requisite the interpretative 
artist_ must possess and that the three 
additional requisites are emation repre- 
senting the aesthetical element, being the 
highest; intelligence representing the sci- 
entific element, coming next; technic rep- 
resenting the mechanical element, the 

Emotional Expression Without 

Emotional expression, being impulsive 
and warm rather than thoughtful, comes 
forth spontaneously on the inspiration 
of the moment, either in tenderness or 
passion, in gentle murmuring or wild 
abandon. Discarding all preconception 
or planning, it is carried away headlong 
and heedless of restraint, without taking 
due notice of either means or detail. 
Though sometimes beautiful, yet often 
caricaturing the noblest and deepest feel- 
ings, it generally oversteps the hmits 
of moderation and good taste and de- 
generates into the ludicro is, thus con- 


Expression in music is the effective 
utterance of musical thought and feeling. 
Its highest manifestation comes through 
the artist who possesses talent, emotion, 
intelligence and technic in perfect bal- 

"Talent implies a peculiar aptitude for 
a special employment." It is a gift that 
is not acquired. It rarely slumbers, and 
it will respond when ' appealed to. It 
may be cultivated to a high degree 
through untiring diligence, but it cannot 
be implanted within one by human en- 

"Emotion comprises all that warmth of 
feeling emanating from the soul, which 
can neither be analyzed nor imparted: 
that divine spark, the 'feu sadre', which 
is ^iven to some elect natures only; 
that source of all artistic creation, 'fan- 
tasy, imagination'; that sixth sense, 'the 
power of conceiving and divining the 
beautiful', which is the exclusive gift of 
God to the artist." 

The term jlntelligence presupposes ca- 
pacity, and comprises all musical attain- 
ments that are teachable. It includes 
skill and knowledge, good taste and 
sound judgment. "Intelligence aids and 
corrects talent; it guides and regulates 



Dec, 1931 

verting into positive defects the very 
elements of beauty it possesses. Hence, 
it follows, that left to itself and unguided 
by intelligence, emotional expression is at 
its best only the fitful effort of exaggerat- 
ed sensibility; neither artistitc nor schol- 
arly; more often a nuisance than a thing 
of beauty, and therefore, the least de- 

Listen to sentimental lady performers 
overflowing with emotion, or to the ner- 
vously sensitive, or to the immature mu- 
sician imagining himself to be aesthetical. 
Mark how they proceed by fits and starts; 
accenting always violently, and generally 
in the wrong places; torturing you with 
sudden and uncalled-for changes from 
fortissimo to pianissimo, with out-of-time 
playing which they believe to be rubato, 
and with mostly exaggerated efforts, 
which, no doubt, spring from their inner 
feelings, but with which the mind and 
understanding have nothing to do. 

Intellectual Expression Without Emotion 

Intellectual expression, being calculat- 
ing and cold rather than impulsive, is 
essentially scholarly and in all cases in- 
dispensable. A purely intellectual per- 
former will analyze a work scrupulously 
to arrive at a judgment of its distinctive 
characteristics and to get at the author's 
meaning. He will then form in his 
mind a plan, even to the minutest 
details, and execute the composition ac- 
cording to that plan, without deviating 
from it. 

"Distinct but distant; clear, but oh, how 

This is intellectual expression in the 
abstract, yet it has its attractive side, 
which is to .be found in the perfection 
of details, as painting in miniature; in 
scholarly interpretation, shading, phras- 
ing and accentuation. An intelligent mu- 
sician, without an atom of emotion, can 
yet, by these means, make his playing so 
intellectually expressive and interesting, 
that though, to use a German distinction, 
he may not aufregen, that is, excite, he 
may yet anregen, that is, animate. .It 
must, at any rate, be conceded that in- 
tellectual playing, with the exclusion of 
the emotional, is greatly preferabale to an 
emotional performance, with th^ exclu- 
sion of the intellectual. .Who would not 
rather listen to an intelligent player with- 
out emotion, than to an emotional one 
without intelligence? 

Em,otional and Intellectual Expression 

When the fire and impulsiveness of 
emotion are held in check by the restrain- 
ing and regulating influence of intellect; 
when the repose and positiveness ^f the 
latter are stirred by the spontaneous 

inspiration of the former, the one sup- 
plying what the other lacks, both going 
hand-in-hand; then this blending of soul 
and brain, accompanied iby faultless tech- 
nic, results in the highest attainable ex- 
ecutive perfection and artistic beauty. 

It may now be concluded that this is 
the only artistic kind of expression, and 
of the highest order. 

"Intellectual expression," though indis- 
pensable, is merely scholarly. 

"Emotional expression" is spasmodic, 
and may be dispensed with. 

In reference to the question, "Which 
of these modes of expression is teach- 
able?" it must be remembered that_ ex- 
pression is isimply the agent of either 
emotion, or intelligence, or both; that 
these are the motors on which its very 
existence depends, and that, unless the 
motor is teachable, expression thereof 
cannot be acquired. Emotion cannot be 
taught, but, as a grain of s^ed, lacking 
warmth and moisture, remains an un- 
fruitful seed till the proper agencies are 
applied which cause it to ^germinate, so 
emotion (unHke talent) may slumber in 
the young musician's breast and burst 
forth whenever the right chord to the 
soul is touched. Many outer influences 
acting on our inner Hfe, may cause the 
awakening of the soul. For instance: 
Emulation, ambition, sudden and violent 
changes, grief, misfortune, and, above all, 
awakening love. But even should emo- 
tion remain latent, intelligence still is 
accessible. Jt is therefore _ intellectual 
expression only that can be imparted. 

The extent to which intellectual ex- 
pression can be imparted depends on the 
extent of intellectual capacity; for as far 
as this capacity reaches, just so far is 
its expression teachable." Adolf F. 
Christiani in his book ("The Principles of 
Expression in Pianoforte Playing." 


1. What practical results should come 
to Sunday School choristers and organists 
through a discussion 'of the principles 
of musical expression? 

2. Can a person with a winning per- 
sonality but possessing very little musical 
talent be a successful chorister? Why, or 
why not? 

3. Give reasons why a highly emotional 
rendition of a piece of music may be 

4. State your idea of the value of the 
emotional element in devotional music. 

5. How may intelligence correct talent, 
regulate emotion and guide technic? 

6. Does technic comprise more than 

7. What is your idea of a well-'balanced 
rendition of a musical composition? 

(To be continued) 




General Board Committee: George M. Cannon^ Chairnum; George R. Hill, Jr., Vice 
Ckaimmn; Houvard R. Driggs €md Frederick J. Pack 

First Sunday, February 7, 1932 

Uniform Lesson Subject: Honesty and 

Text: Sunday School Leaflet. (For 
teachers' outline, see Superintendents' De- 

Second Sunday, February 14, 1932 

Lesson 6. The Nature of God. 

It is well to bear in mind that although 
numerous theories are extant with respect 
to the nature of God, yet the only reliable 
information concerning this matter comes 
from those who have actually seen Him 
or from those who possess prophetic 
vision. All information derived from this 
source points unmistakably to the fact that 
Deity possesses a body similar in form to 
that of man. Discussion of the following 
topics should make this matter clear. 

(a) Visitations of Deity in olden times. 

(b) Personality of Jesus. 

(c) Personality of Jesus after the Resur- 

(d) Visitation of the Father and Son to 
Joseph Smith. 

(e) Objections to a personal God. 

Third Sunday, February 21, 1932 
Lesson 7. Relationship of Man to Qod. 

It has been learned through revelation 
that man is an actual child of God, and 
that by proper living he may eventually 
approach the capabilities of the Father. 

This fact accounts for the intense interest 
which Deity has in the welfare of man- 
kind. Man's possibilities are accordingly, 
endless. The rate of man's progression 
is determined by the degree of his devo- 
tion to good works and obedience to Di- 
vine law. Time, of course, is an important 
element. There is no more glorious con- 
ception otf God than that he is the ver- 
itable father of the human race, devoting 
his entire energies to its welfare and 
ultimate happiness. 
Topics for discussion: 

(a) Man the offspring of God. 

(b) Deity's interest in His children. 

(c) Man's future possibilities. 

(d) Progression dependent upon obedi- 

(e) All to the glory of God. 

Fourth Sunday, February 28, 1932 

Lesson 8. Man's Personal Existence. 

Man's earthly existence is merely an 
incident — an important one — in his entire 
career. He existed for almost intermin- 
able periods of time before he came to 
earth and will continue eternally after he 
leaves it. Revelation has definitely an- 
swered the question of the nature of life 
and the origin of man's spirit, and of goal 
of future existence. These truths may 
be discussed under the following head- 

(a) The mystery of life. 

(b) Nature and origin of life. 

(c) Man's premortal existence. 

fd) Effect of man's premortal conduct, 
(e) The council in heaven. 

Capitalize Your Losses 
By Bertha A. Kleinman 

It's great to capitalize on luck 

And specialize on chances ; 
It's better to compound your pluck. 
Mid adverse circumstances. 

It's great to tread and visualize 

Mid heights and powers imperial ; 
It's greater far to build and rise 
From every day material. 

It's great to die with those who lie 

Beneath their field of crosses; 
It's just as great to live and try 
To capitalize your losses. 


General Board Committee: Albert E. Bowen, Chairman; David A. Smith, Vice Chairmtm; 

Henry H. Rolapp and Checrles H. Hart 


Two things are designed to be done in 
this course of study. First, a series of 
lessons put out in the form of a quarterly- 
Bulletin is prepared with a view to giving 
a general survey of the work, duties, re- 
sponsibilities and attitude of the mission- 
ary. Also in these lessons there will be 
set out some concrete, practical things, 
which the missionary will be called upon 
to do, as, for instance, officiating in cer- 
tain ordinances. 

The lessons in the Bulletin will here- 
after through this year's work be referred 

to as Sunday School 'Lessons No. . 

Whenever that reference is given it 'will 
be understood as referring to the lesson 
in the Bulletin whose number is inserted 
in the space above lefv blank. 

It is believed that members of this 
class should be given an opportunity for 
a more detailed theological study than 
can be afforded by the "Sunday School 
Lessons". Therefore as an accompani- 
ment to the iLessons, "The Seventy's 
Course in Theology", written by Elder 
B. H. Roberts, is selected as an additional 
text. The recommendation is that the ac- 
tivities suggested by the 'Sunday School 
Lesson should accupy approximately fif- 
teen minutes of the class period, leaving the 
remaining thirty minutes for the more 
detailed theological studies. So far as 
may be, it is recommended that the teach- 
er weave the two together as a continuous 
unit in the class recitation, rather than to 
emphasizg the break between the two. 


First Sunday, January 3, 1932 

Lesson 1. The Art of Learning. 

Texts: Sunday School Lessons, No. 1; 
The Seventy's 'Course 'in Theology — In- 

Objective: A proper understanding of 
the relationship of one to his work, is es- 
sential to success in it. 

Suggestions to Teachers: , 

The "Lessons" themselves are arranged 
with titles, and sometimes subtitles, sug- 
gestive of the order of development natur- 
ally to be followed in the class recitation. In 
general, therefore, space will not be taken 
to print any skeletonized outline or analy- 
sis. Rather, the effort will be to center 
the teacher's attention upon the thought 
to be developed. 

"The Seventy's iCourse in Theology" 
itself contains an outline analysis of each 
lesson at the beginning of it. That text 
also gives copious references to other 
sources of information as well las con- 
densed notes and brief excerpts from 
other writings which should aid ithe 
teacher. The following suggestions are 
applicable to lessons 1 and 2. 

The first effort of the teacher will be 
to make class members feel at home and 
at their ease. Good thinking cannot be 
^ done by one who feels himself restrained. 
The teacher will also want as early as 
possible to establish in each class mem- 
ber a feeling ^f confidence that he can 
make himself competent for the work. 
This of course, is not to say that a 
spirit of .self-suificiency is to be estab- 
lished or fostered. But it is intended to 
suggest that anyone who is to do any 
work successfully, including missionary 
work, must have such confidence in his 
ability to accomplish the given task that 
he will feel a decent self respect manifest- 
ed in an assurance that with diligent 
study, prayer and inspiration he can suc- 
ceed. _ Get before the class members as 
early in the course as possible, the notion 
that whatever their background they can 
study, learn and apply their learning to 
the purpose at hand. Numbers 1 and 2 of 
the "Sunday^ School Lessons" pre de- 
• signed as vehicles for sowing of the seeds 
of this necessary assurance and its conse- 
quent determination to prepare well for 
the work to be done. 

The place of study, learning knowledge 
and intelligence in the scheme of man's 
salvation should be looked at intimately 
by teacher and class members together, 
so that common expressions such as those 
cited in the "Lessons" will be analyzed 
and understood in their individual ap- 
plication and not allowed to ibe glossed 
over as well phrased, pleasing sayings 
merely. Take such expressions as the 
"Glory of God is Intelligence" and "Be 
ye perfect, even as your Father in Heaven 
is perfect", and bring them as challenges 
to the understanding of each class mem- 
ber. In this class, above all, opportunity 
to develop experience in the art of clear, 
easy and convincing expression should be 
afforded. In response to direct questions 
put to the class members individually they 
should be led to express their understand- 
ing and views concerning the subject 
matter of the "Lessons". 

The "Introduction" to "The Seventy's 

Dec, 1931 



Course of Study" can be put, to good ac-. 
count as affording a fuller and more com- 
prehensive treatise on the general theme 
of numbers 1 and 2 of the "Lessons" than 
could be given in those "Lessons". It 
should be used both in and out of class 
to effect that purpose. 

As fully as possible weave together the 
"Lessons" and the "Text" in the Seventy's 
course rather than making an effort to 
keep them separated. 

Second Sunday, January 10, 1932 
Lesson 2. How to Study. 

Texts: Sunday School Lessons, No. 2; 
Seventy's Course in Theology— Introduc- 

Objective: Only by study, thought and 
endeavor may one grow in knowledge or 

Suggestions to teachers: 

See Introduction and Comments con- 
nected with Lesson 1. 

_ Study with the class the meaning and 
significance of these words of Nephi: 

"Yea, I make ,a record in the language 
of my father, which consists of the learn- 
of the Jews, and the language of the 
Egyptains." What is it that Nephi has 
set about to do as stated by him in the 
verses quoted in Sunday School Lesson, 
No. 2? 

Third Sunday, January 17, 1932 

Lesson 3. A Mormon Missionary. 

Texts: Sunday School Lesson, No. 3; 
Seventy's Course in Theology Lesson 1— 
Outline History of the Seventy. 

Objective: The successful missionary 
must conform his life to the principles he 
seeks to teach. 

Suggestions to Teachers: 

Take a catalogue of the virtues which 
should be manifest in the Jives of those 
who meet Gospel requirements as set out 
m Lesson No. 3 of the Text, and invite 
class members to discuss the manifesta- 
tions ,of these virtues in the lives of those 
coming within their observation. Take 
their estimate of the value of these virtues 
in the lives of men. Do not let the discus- 
sion be perfunctory, 'but make it live, and 
relate it to each individual's life if lie 
would have it perfected. 

Take by contrast from them their esti- 
mate of lives where any of these virtues 
are wanting. Make them feel that the 
purpose of their studies is to make prac- 
tical application in their lives of the qual- 
ities which make other lives rich; that the 
purpose in all their teachings of the gos- 

pel to others will be to bring Gospel 
standards into daily lives of those 

Encourage class members to commit as 
much as they reasonably can the memory 
exercises suggested in the Lessons. 

It is not assumed that members of these 
classes will be Seventies, but their work 
will be of the kind falling within the 
duties of the Seventy as revealed by the 
Lord. Hence the concurrent study of the 
duties of the Seventy is wholly in keeping 
with spirit and purpose of lessons. 

Fourth Sunday, January 24, 1932 

Les^n 4. A Mormon Missionary. (Cent.) 

Texts: Sunday School Lesson, No. 4; 
Seventy's Course in Theology, Lesson 2, 
the Seventy. 

Objective: Study and learning are 
profitable only as they reflect themselves 
in improved habits of life. 

Suggestions: Take the virtues taught 
by the Hebrew Prophets as set out in 
Lesson 4 and make them vital by treating 
them in the manner of treatment ' sug- 
gested in Lesson 3. 

Fifth Sunday, January 31, 1932 
Lesson 5. The Holy Bible. 

Texts: Sunday School" Lesson, No. S; 
Seventy's Course in Theology, part 2, be- 
ginning with Lesson 1. 

Objective: The workman must know 
his tools. 

Suggestion to Teachers: 

The purpose of the treatment of the 
subject of this lesson in Sunday School 
Lesson ,4 is to give a comprehensive view 
in a few brief words of what in essence 
the Bible is. There is much meaning 
packed into the few sentences used in this 
lesson. To understand the import of the 
statements made concerning the Bible one 
needs to know the Bible. For instance: 

How far back in the history of the race 
doees the Bible narrative go? By whom 
and when was it written? What is its 
central teaching about God? Is it all con- 
cerned with religious teaching? What 
lessons does it hold for us? 

It will not be ipossible to parallel the 
studies in the '^Seventy's Course" text, 
with Lessons about our Scriptures, be- 
cause the treatment in the "Seventy's 
.Course" is so much more exhaustive. 
But Sunday by Sunday as the sulaject is 
studied jn the "Seventy's Course" text, the 
generalized vision of the whole given in 
Number 5 of the Lessons should become 
clearer and take on enlarged meaning 
The teacher should see that they do. 


General Boccrd Committee: Robert L. Judd, Chairman; Elbert D. Thomas, Vice Chairman; 

Mark Austin 


(Course C— Ages 18, 19 and 20) 
First Sunday, February 7, 1932 

Uniform Lesson 

Subject: Honesty and Trustworthiness. 
(See Superintendents* Department for 

Second Sunday, February 14, 1932 
Lesson 6. Prophecies of the Early Period. 

Text: ISunday School 'Lesson No. 6. 

Reference: Genesis, Chapters 3, 7, 9, 
Pearl of Great Price, Chapters 1, 6, 8. 

Objective: To show that the early 
patriarchs enjoyed the spirit and the gift 
of prophecy; to lemphasize the importance 
of this great gift by obtaining a knowl- 
edge .of the prophecies uttered or implied 
in early Bible times. 

Suggestive Lesson Arrangement: 

I. Adam. ' 

a. Enjoyed the gift and spirit of 
Prophecy. (See Book of Moses 
6:57-67 and Doctrine and Covc- 
enants, Section 107:3-57.) 

b. Prophecy foretelling the conse- 
quence of disobedience. (See Gene- 
sis 2:17.) 

c. Adam's prophecy about marriage 
(See Genesis 2:24). 

d. The implied prophecy in the curse 
put upon the serpent. (See Genesis 
3:14-15. For Christian acceptance 
of the fulfillment of this prophecy, 
see Romans 16:20 and I John 3:8.) 

e. Prophecy (or confirmation of) 
concerning the patriarchal order 
in society. (See Genesis 3:16). 

f. The Prophecy in the curse put 
upon the earth. (See 'Genesis 3:17- 
18. See also in this ccmnection 
for Latter-day Saint philosophy of 
the Fall, Pearl of Great Price, 
Moses 5:9-12 and Book of Mor- 
mon, II Nephi 2:15-25.) 

II. Enoch. 

Prophecy found in lEnoch's vision 
and testimony. (See Pearl of Great 
Price, Book of Moses, Chapters 
6 and 7. 
TIL Noah. 

a. Implied prophecies in God's words 
to Noah. (See Genesis 6:12-13.) 

b. These implied prophecies when 
given forth in Noah's own words 
became actual prophecies. (See 
Pearl of Great Price, Book of 
Moses 8:19-21.) 

c. Prophecy implied in pledge given 
Noah. (See Genesis 8:20-22 and 

Lesson Enrichment: 

"Israel appears in the period before 
the captivity as the people of the cove- 
nant, and not yet ,as the People of the 
Book. The Covenant was dated in one 
sense from Abraham, but in a fuller 
sense from Moses. Israel was by that 
divinely inspired leader welded into a 
nation which was also a Church, in cove- 
nant with their Redeemer— God, Jehovah, 
whom subsequently they were taught by 
the prophets to regard not only as their 
God to the exclusion of all others, but 
as the only God worthy of the name — the 
creator and ruler of all that is. * * * And 
of the will of their God they were to be 
informed by his own word spoken 
through prophets or priests, of whom 
the first and greatest was Moses himself. 
He first appears as giving to Israel di- 
rections, * * * such as could become the 
basis of a general 'law' (Torah) govern- 
ing the whole life of the holy people, 
and believed to be divine,^ — 'the law of 
Jehovah' or 'the law of Moses'. 

"The practice of writing one form or 
another was very much more ancient 
than the epoch of Moses, and Moses may 
well have committed to writing some 
collection of instructions coming from 
Jehovah. * * * 

"This brief sketch of the origin of the 
Hebrew Canon of Scripture makes it 
evident that the scriptures were the sacred 
books ,of a nation which became a church, 
and were not intended to 'stand by them- 
selves. Even when Moses was supposed 
to have written the whole Pentateuch, 
the 'word of God' was not to be limited 
to the law then given or to the age of 
Moses. God was to speak through the 
whole succession of )the prophets — 'in 
many ways and in many manners'. And 
when prophecy failed after the Return 
and Israel had become 'the people of the 
Book', still the scribes claimed the au- 
thority to interpret it— 'to bind' and 'to 
loose,' and claimed for their tradition 
an authority even equal to the text. The 
book was the book of the nation-church, 

Dtc, 1931 



the people of God, and could not be re- 
ceived or interpreted except within the 
chosen people, and in submission to its 
authoritative interpreters. * * * So mat- 
ters stood when our Lord was educated 
in the Scriptures and began His mis- 
sion." (Charles Gore, in A New (Com- 
mentary on Holy Scripture. Page 1 and 


"Adam, thus being made acquainted 

with God, communicated the knowledge 
which he had unto his posterity; and it 
was through this means that the thought 
was first suggested to their minds that 
there was a God, which laid the founda- 
tion for the exercise of their faith, 
through which they could obtain a knowl- 
edge of his character and also of his 
glory." — Second Lecture on Faith, Doc, 
and Cov., page 15. 

"And Adam stood up in the tnidst of 
the congregation, and notwithstanding he 
was 'bowed down with age, being full 
of the Holy Ghost, predicted whatsoever 
should befall his posterity unto the latest 
generation." (Doc. and Cov. 107:56.) 

"Yea, and Enoch also, and they who 
were with him; the prophets who were 
'before him; and Noah also, and they who 
were before him, and Moses also, and 
they who were before him." (Doc. and 
Cov. 133:54.) 

Application: The spirit of prophecy has 
characterized men of God from, the be- 
ginning. Men have always had their free 
agency so that prophecy has never been 
forced upon them. God's method of 
warning and teaching by inspired men 
has also been used from the beginning. 
Man's indifference today to the word of 
truth is characteristic of his attitude in 
the dawn of history. 

Third Sunday, February 21, 1931 
Lesson 7. Prophecies of Later Patriarchs 

Text: Sunday School Lesson No. 7. 

Reference: Genesis, Chapters 11, 12, 
18, 23. Pearl of Great Price, Book of 
Abraham, Chapter 1. 

Objectives: To show the continuance of 
the spirit and practice of prophecy 
through the patriarchs of the dispensa- 
tions of Abraham, Isaac and Jacob. To 
stress the importance of these prophecies 
in the development of a people with 
distinct national characteristics. And to 
emphasize the importance of the prophecy 
in the creation of traditions among the 
people who are to stand as witnesses of 
God on earth. 

Suggestive Lesson Arrangement: 

L Prophecies in the Promises given to 

a. His Call (See Genesis 12:1-4). 

b. Through Abraham the World to 
be Blessed. (See Genesis 12:3, 
18:18, '22:18.) 

IL Renewal of the Promises given to 
Isaac. (See Genesis 17:19, 21:12, 26: 

III. In blessing given to Jacob the 
promises and prophecies are contin- 

■ a. The blessing. (See Genesis 28:4.) 

b. Development of the blessing — 
Jacob to be father of the Israelite 
Nation. The beginning of a na- 
tion. (See Genesis 32:28.) 

c. A continuation of the spirit and 
gift of prophecy in Jacob's Dream. 
(See Genesis 28:10-15.) 

IV. Joseph — A Continuation of the 


a. His Dream. (See Genesis 37:5-11.) 

b. A fulfillment of prophecy and a 
continuation of the promises in 
the blessings given Joseph's 
Songs. (See Genesis 48:15-17.) 

Lesson Enrichment: 
"The things which God Revealed to 
Abraham: "First, his design to make of 
Abraham and liis posterity in the earth 
the witness for himself jmd the truth of 
the Gospel unto all nations. * * * 

"Second, in the dispensation to Abra- 
ham he revealed the great doctrine of 
the eternal existence of Sntelli'gences. 
(See 'Book of Abraham 3:16-23.) 

"Third, he made known to Abraham 
the Covenant of eternal life to man, 
"which God, that cannot lie, promised 
before the world began." (Titus 1:2.) * * 
"Fourth, he revealed to Abraham, 
through the Urim and Thummim great 
knowledge of the Universe, its planetary 
systems and their movements and rela- 
tions (See Book of Abraham, Chapter 3) ; 
and also gave him an account of the prep- 
aration of the earth for man's abode, and 
the knowledge also of the advent of 
Adam upon it." (Book of Abraham, 
Chapters 4 and 5.) B. H. Roberts, "In 
the 1908 Seventy's Course in Theology." 
Page 90. 

"The Blessing the 'Lord bestowed upon 
Abraham is one that has extended 
through all ages since his time. Because 
of his faithfulness all who receive the 
Gospel are named after him,' or adopted 
into the seed of Abraham if they were 
Gentiles. Through the scattering of 
Israel the blood of Abraham has been 
mixed with other nations to their great 
blessing, and they are heirs of the prom- 
ises if they will receive them." Sunday 
School Lessons, 1928, Gospel Doctrine 
Department Lesson No. 13. 
"There is a law, irrevocably decreed 



Dec, 1931 

in Heaven before the foundations of this 
world, upon which all blessings are predi- 
cated; and when we obtain any blessing 
from God, it is by obedience to that law 
upon which it is predicated." (D'oc. and 
Cov. 130:20-21.) 

"And God spake on this wise, That his 
seed should sojourn in a strange land; 
and that they should bring them into 
bondage, and entreat them evil four hun- 
dred years." 

"And the nation to whom they shall 
be in bondage will I judge, said God; 
and after that shall they come forth, and 
serve me in this place." (Acts 7:6-7.) 

"For ye are the children of Israel, and 
of the seed of Abraham, and ye must 
needs toe led out of bondage by power, 
and with a stretched out arm." (Doc. and 
Coy. 103:17.) 

Application: The spirit of prophecy is 
seen in the blessings given the great 
patriarchs who became agents in the ful- 
filment of the purposes of God. The 
history of Israel shows that the spirit of 
prophecy operates where there is right- 
eousness. A blessing conside/red as 
prophecy helps the one blessed to so live 
in righteousness that promises given in 
the blessing may follow. Without the 
application of the spirit of prophecy a 
blessing will probably seem unimportant 
to the one blessed. Do we today try to 
live so that we may fulfil the prophecies 
of our patriarchal blessings? If a prom- 
ise is given you in a blessing is it not a 
duty to help bring that promise to pass? 

Fourth Sunday, February 28, 1932 
Lesson 8. Moses. 

Text: Sunday School Lesson No. 8. 

References: Parts of Exodus, Numbers, 
Deuteronomy and Joshua. 

Objective: To show the characteristics 
and attributes of a true pri)phet by citing 
the life of the model prophet. (See Deuter- 
onomy 34:10). 

(Note: In the history of Israel during 
the period of Moses much will be noted 
which is in fulfilment of earlier prophecy 
and much new prophecy will be found. 
We have with the sons of Jacob the 
birth of a nation. 

By Moses' time Israel had become 
nationally conscious. With the fulfill- 
ment of the earlier prophecies this na- 
tional consciousness became, the funda- 
mental for Israel's confirmed destiny. 
Stress the political effe^^s of such group 
thinking. Show that prophecy may thus 
materially affect the world's political his- 
Suggestive Lesson Arrangement: 
I. Moses' life in preparation for a po- 

sition of leadership. (See Exodus, 
Chapters 1 to 5.) 

a. His birth. 

b. His education. 

c. His defense of a fellow Hebrew. 

d. His flight from Egypt. 

II. General Prophecies and their Ful- 
fillment during Moses' life. 

a. The renewal of the promise given 
to Abraham, Isaac, and Jacob. 
(See Exodus 6:1-4.) 

b. The fulfillment of the Prophecy 
about Israel's bondage. (See Ex- 
odus 6:5.) 

c. The prophecy about the Promised 
Land. (Exodus 6:8.) 

d. Its Fulfillment. (See Joshua 3:16- 
17 and 4:10-15 and Numbers 26:23- 

III. Personal Prophecies concerning 
Moses and their fulfillment. (See 
Numbers 20:7-11; Deuteronomy 33; 

IV. The Death of Moses, (See Deuter- 
onomy 34:7.) 

V. The Bible's testimony of Moses. (See 
Deuteronomy 34:10-12.) 

Lesson Enrichment: 

"Three great religions place the leader 
of • the Exodus upon the highest plane 
they allot to man. To Christendom and 
to Islam, as well as to Judaism, Moses is 
the mouthpiece of the Most High; the 
Medium, clothed with supernatural pow- 
ers, through which the Divine will has 
spoken. Yet this very exaltation, by 
raising him above comparison, may pre- 
vent the real grandeur of the man from 
being seen. It is amid his brethren that 
Saul stands taller and fairer. 

"On the other hand, the latest school 
of Biblical criticism asserts that the books 
and legislation attributed to Moses are 
really the product of an age subsequent 
to that of the prophets. Yet to this 
Moses, looming vague and dim, of whom 
they can tell us almost nothing, they, too, 
attribute the beginning of that growth 
which flowered centuries after in the 
humanities of Jewish law, and again, 
higher still and fairer, gleamed forth in 
that star of spiritual light which rested 
over the stable of Bethlehem, in Judea. 

"But whether wont to look on Moses 
in this way or in that, it may be some- 
times worth our while to take the point of 
view in which all shades of belief may 
find common ground, and accepting the 
main features of Hebrew record, consider 
them in the light of history, and of hu- 
man nature as it shows itself today. Here 
is a case in which sacred history may be 
treated as we would treat profane history 
without any shock to religious feeling. 

Dec, J(^3i 



The keenest criticism cannot resolve 
Moses into a myth. The fact of the 
Exodus presupposes such a leader. 

"To lead into freedom a people long 
crushed by tyranny; to discijiline and 
order such a mighty host; to harden them 
into fighting men, before whorn warlike 
tribes guarded and walled cities went 
down; to repress discontent and jealousy 
and mutiny; to combat reactions and 
reversions; to turn the quick, fierce flame 
of enthusiasm to the service of a steady 
purpose, require some towering character 
^a character blending in highest expres- 
sion the qualities of politician, patriot, 
philosopher, and statesman. 

"Such a character in rough but strong 
outline the tradition shows ug — the union 
of the wisdom of the Egyptians with 
the unselfish devotion of the meekest of 
men. BVom first to last in every glimpse 
we get, this character is consisient with 
itself, and with the mighty work which 
is its monument. It is the character of 
a great mind, hemmed in by conditions 
and limitations, and working with such 
forces and materials as were at hand — 
accomplishing yet failing. Behind grand 
deed, a grander thought. Behind high 
performance, a still nobler ideal. 

"Egypt was the mould of the Hebrew 
nation — the matrix in which a single fam- 
ily or at most a small tribe, grew to a 
people as numerous as the American peo- 
ple at the time of the Declaration of 
Independence. For four centuries — ac- 
cording to the Hebrew tradition — a pe- 
riod as long as America has been known 
to Europe — this growing people, coming 
a patriarchal family from a roving, pas- 
toral life, had been placed under the 
dominance of a highly developed and 
ancient civilization — a civilization sym- 
bolized by monuments that rival in en- 
durance the everlasting hills; a civiliza- 
tion so ancient that the Pyramids, as we 
now know, were hoary with centuries 

ere Abraham looked on them.'* Henry 
(George in "Great men and Famous 
Women,', Vol. I, pages 1 and 2. 

"And this greater Priesthood admin- 
istereth the Gospel and l^pldeth the key of 
the mysteries of the Kingdom even the 
Key of the Knowledge of God; 

"Therefore, in the ordinances thereof, 
the power of Godliness is manifest; 

And without the ordinances thereof, 
and the authority of the Priesthood^ the 
power of godliness is not manifest unto 
men in the flesh; 

"For without this no man can see the 
face of God, even the Father, and live. 

"Now this Moses plainly taught to the 
children of Israel in the wilderjiess, and 
sought diligently to sanctify his people 
that they might behold the face of God; 

"But they hardened their hearts and 
could not endure his presence, therefore 
the Lord in his wrath (for his anger was 
kindled against them) swore that they 
should not enter unto his rest while in 
the wilderness, which rest is the fulness of 
his glory. 

"Therefore he took Moses out of their 
midst, and the Holy Priesthood also: 

"And the lesser Priesthood continued. 
* * * " (Doc. and Gov. 84:19-26). 

Application: Prophecy like the other 
blessings of God, comes to the worthy. 
God in His blessings seems to be willing 
to give all His people can stand, but He 
will not be mocked. A refusal to respect 
a blessing of the Lord sometimes results 
in its loss. To feel the truthfulness of a 
prophecy^ the godliness of a person, the 
righteousness, of an act, and to respond 
not to the promptings behind one's feel- 
ings may result in the dulling of those 
feelings to such an extent that the 
truthfulnss, the godliness and the right- 
eousness cease to be discernible. "There- 
fore he took Moses out of their midst, 
and the Holy Priesthood also." A loss 
of righteousness leads to the loss of all. 


Annis Ward, Idaho, Rigby Stake 


Ruby Hansen, Teacher 
Warren Hall, Assistant 



General Board Committee: 

Alfred C. Rees, Chairman; James L. Barker, Vice Chmrman; 
and Horace H. Cummings 

To teachers: 

During the month of January the dis- 
cussions have been confined to the history 
of the Plates. They have been traced 
from the time Nephi began to etch the 
happenings of his day down to the time 
the Book of Mormon was published. 

It is hoped that every teacher has suc- 
ceeded in impressing her class with the 
fact that the records were always in the 
hands of men who knew their value and 
who also knew the Gospel plan. The 
class should, therefore, proceed with the 
year's work with perfect jconfidence in 
the teachings contained in such a book. 


There was also given an account of the 
Old Testament, how it came into being, and 
how it finally reached our hands; not in 
its original, complete form, but rather as 
men, who were not in a positioni to know 
of its value and worth, finally decided to 
permit portions of the writings to be 
embodied in sacred writ. Your class 
should be able to see at once the differ- 
ence between the incomplete Hebrew 
scriptures and the authoritative, reliable, 
Nephitic writings that composed the Book 
of Mormon. 

First Sunday, February 7, 1932 

Uniform Lesson. Subject: Honesty 
and Trustworthiness. (See Supts. Dept. 
for teacher's outline.) 

The Book of Mormon lesson for 
February 14, deals with the history 
of the New Testament. Permit class 
members to present the facts in the class, 
and invite discussion of the questions 
given. Just as was the case with the Old 
Testament, the New Testament had a 
stormy career. Here again men, without 
authority attempted to pass judgment up- 
on what was worthwhile retaining and 
what should be omitted and cast aside. 
At this point show the difference in treat- 
ment with the sacred plates that later be- 
came the Book of Mormon. 

Here are the necessary and logical con- 
clusions respecting the Old and the New 
Testament, which the class should dis- 

1. The Bible is a compilation of sacred 

2. They are written by holy men. 

3. They never were all in the hands of 
any one authorized servant of the Lord, as 
was the case with the Book of Mormon. 

4. In the course of time, many sacred 
writings were lost. 

5. The men who finally assembled these 
remaining writings were not duly ap- 
pointed by the Lord. 

6. They did not understand the Gospel. 

7. As a consequence, they could not un- 
derstand the full value of these written 
histories and Gospel doctrines. 

8. They were obliged to place their own 
interpretation upon statements which ap- 
peared in these writings. 

9. This brought about changes from the 
original text and numerous omissions. 

10. What these compilers have given us 
is valuable, but incomplete. 

11. We are indebted to them for the big 
service they have rendered. 

12. When we read the Bible, it must 
be with the understanding that~ much 
valuable teaching and information is lack- 

13. Finally, the translations in various 
languages have added further changes in 
the text. 

14. This has led to confusion, and has 
caused students of the Bible to place dif- 
ferent interpretations upon the same text. 

15. That is why we claim that we be- 
lieve the Bible to be the word of God as 
far as it is translated correctly. 

As you discuss each of these points with 
your class, let them make comparisons 
with the Book of Mormon, 

Then they will see why we place such 
complete, unquestioned reliance upon the 
Book of Mormon. At the same time, see 
that they recognize the outstanding value 
of the Bible as the Word of God, coming 
to us from another branch of the hous? 
of Israel. 


When James I came to the throne of 
England, a petition was presented to him 
by the Puritan leaders asking for the re- 
form of many abuses and the adjustment 
of various controversies. As a result, a 
conference was called at Hampton Court 
in 1604, and in the course of debate 'it 
was moved by Dr. Reynolds, President of 
Corpus Christi College, Oxford, that a 
new translation of the Bible be made, 
which proposal received the sanction of 
the King. iThe ablest scholars were 
chosen and divided into companies; (they 
studied critically the original manuscripts, 
consulted existing translations, carefully 
compared their work, and after seven 
years of labor brought forward the Bible 

Dec, 193' 



called the King James, sometimes the 
Authorized, Version (1611 A. D.) — Knox. 

Hereafter, the outsanding leaders of the 
Nephites will be presented to your class. 
To each one will be attached his pro- 
phecies, sayings, revelations and accom- 
plishments. In this manner the religious 
history of the Nephites will be empha- 
sized; and each leader will be kept in 
memory on account of his particular con- 
tribution to his people. 'Lehi will be 
known for his marvelous vision as given 
in the lessons of Feb. 21 and 28th. 

It is expected that you, as teacher, will 
not be content to read the leaflet, but that 
you will go into the Book of Mormon it- 
self and get the whole picture of Lehi's 
rninistry, so that you will be able to give 
life and meaning to the material on the 
leaflets. Permit the class to discuss the 
features of the vision: Let them tell how 
much is allegory; how much is a pro- 

phecy; how much has been fulfilled; how 
much is yet to be fulfilled. 

The big purpose is the application of 
lives of the boys and girls in your class. 
What do all the symbols and figures of 
speech mean, as given in Lehi's vision. 
The questions will help bring out these 
points. You should be able to get some 
spirited, stimulating reactions from your 
class on Free Agency, Purpose of Temp- 
tation. Satan's Objection etc. in February 
28 lesson. 

See how far they agree with Lehi on 
these points. Keep before them con- 
stantly the big purpose of life, viz. \o 
overcome all temptation and all weak- 
nesses and to acquire sufficient strength 
and power, through complete obedience^ 
so that we may dwell with God in His 
glory. That is what Lehi tells us — that is 
his message to your class. See that they 
understand it, and feel it. 


(Prom drawing by L. A. Ramsey) 



General Bayard Committee: Milton Bennion, Chairman; T. Albert Hooper, Vice Chairman 


Course A — Ages 12, 13 and 14. 

First Sunday, February 7, 1932 

Uniform Lesson. Subject: Honesty 
and Trustworthiness. 

(See Superintendent's Department for 

Second Sunday, February 14, 1932 

Lesson 6. The Sojourn in the Wilderness 
and the Temptations of Jesus. 

Text: Luke 4:1-13; Weed, "A Life of 
Christ for the Young," Chapter 12; Sun- 
day School Lessons, No. 6. 

Objective: To teach that Christ in- 
creased in power after His baptism and 
proved His right to the Messiahship by 
successfully withstanding evil. 

Supplementary Materials: Mark 1: 12 
and 13; Talmage, "Jesus the Christ," pp. 
127-135; Papini, "Life of Christ," pp. 61- 
68; Farrar, "Life of Christ," Chap. 9. 

Suggestive Outline: 

1. The sojourn in the wilderness. 

a. To be alone. 

b. To be near to God in contempla- 
, tion of His work. 

2. The temptations. 

a. To appetites. 

b. To applause. 

c. To power. 

3. Jesus' victory. 

This lesson has many possibilities. The 
teacher will probably not be able to teach 
all of the objectives that will suggest 
themselves. But remember,, the principal 
thing is, that Christ withdrew from men 
and drew near to God. He then taught 
the beautiful lessons that the things of the 
world are of little moment when com- 
pared with the Kingdom of God. He 
showed us the way to withstand tempta- 
tion, and bids us follow. 

The "International Bible Dictionary" 
says about the Jewish Fasts, page 195: 

"Private occasional fasts are recognized 
in one passage of the law — Num. 30:13. 
The instances given of individual fasting 
under the influence of grief, vexation or 
anxiety are numerous." 

The Jewish fasts were observed with 
various degrees of strictness. Sometimes 

there was entire abstinence from food. 
Esther 4:16, etc. On other occasions 
there appears to have been only a re- 
striction to a very plain diet. Dan. 10:3. 
Those who fasted frequently dressed in 
sack-cloth or rent their clothes, put ashes 
on their head and went barefoot. I Kings 
21:27; Neh. 9:1; Ps. 35:13. 

The sacriiice of the personal will, which 
gives to fasting all its value, is expressed 
in the old term used in the law, afflicting 
the soul. 

In discussing the temptations the teach- 
er can easily draw upon the experiences 
of the pupils. The first one calls for the 
satisfying of hunger. All boys and girls 
know how difficult it is to refrain from 
eating when they are really hungry. 

The second one involves what the boys 
and girls call "playing to the _ gallery." 
Every one likes to be seen doing some 
wonderful act or performing some athletic 
stunt. The temple was no doubt near 
that part of the city where many people 
would be on the street. If Jesus should 
cast Himself down and be unhurt, the 
people would applaud and declare Him a 

The third involves power, ownership 
and leadership. The boy wants to be 
captain of the team, the girl wants to 
be the leader in her group. That is the 
trait that Satan appealed to in the last 

Third Sunday, February 21, 1932 

Lesson 7. The First Disciples. 

Texts: John 1:29-51; Weed, "A Life of 
Christ for the Young," Chapter 13; Sun- 
day School Lessons, No. 7. 

Objective: A testimony of the divinity 
of Jesus and the truth of His gospel is 
obtained by obeying His teachings and 
following His example. 

Supplemental Materials: Farrar, "Life 
of Christ," Chapter 10; Talmage, "Jesus 
the Christ," pp. 138 to 144; Dummelow. 
"One Volume Bible Commentary," p. 777; 
any Bible Dictionary. 
Suggestive Outline: 
I. John teaches his disciples. 

They discuss the Mission of Jesus. 
II. Jesus appears. , 
John's testimony. 
Ill, Andrew and John follow Jesus. 
Andrew brings Peter. 

Dec, 1931 



IV. Jesus calls Philip. 

Phillip brings Nathanael. 
V. Testimonies of these men. 

Commentators generally agree that the 
Nathanael of this lesson is the Bartholo- 
mew heard of later in the New Testament. 
"The 'International "Bible Dicltionary," 
says on page 435: 

"Nathanael (God has given), a disciple 
of Jesus Christ, concerning whom, under 
that name at least, we learn from Scrip- 
ture little more than his birthplace, Cana 
of Galilee, John 21:2, and his simple, 
truthful character. John 1 : 47. The name 
does not occur in the iirst three Gospels, 
but it is commonly believed that Nathan- 
ael and Bartholomew are the same per- 
son. The evidence for that belief is as 
follows: St. John, [who twice mentions 
Nathanael, never introduces the name of 
Bartholomew at all. St. Matthew, 'Matt. 
10:3, ;St. Mark, Mark 3:18, and St. Luke, 
Luke 6:14, all speak of Bartholomew, but 
never of Nathanael. But the identification 
was not made till about the 9th century, 
and it may not be correct. It was Philip 
who first brought Nathanael to Jesus, just 
as Andrew had brought his brother 

Dummelow, in his One Volume Bible 
Commentary, page 777, says: 

"Preliminary call of five Apostles, An- 
drew, John, Peter, Philip, and Bartholo- 
mew (peculiar to Jn). This account, so 
far from conflicting with the (later) call 
described Mt. 4:18, Mk. ,1:15 (cp. Lk. 
5:1), really removes a difficulty, for it 
shows how the Apostles came to obey the 
final call to follow Jesus so readily. After 
their preliminary call, described here, the 
Apostles loosely attached themselves to 
Jesus as learners, but did not leave their 
homes and occupations. Afterwards, when 
further intercourse had strengthened their 
hope that He was really the Messiah, they 
left all and followed Him." 

Note that these first disciples, with the 
possible exception of Nathanael, had been 
disciples .of John the Baptist, and were 
somewhat prepared to become the disciples 
of Jesus. _ They were men who expected 
the Messiah; they were righteous men^ 
they were children of God, for when His 
son called, they recognized the voice of 
the Master. 

Fourth Sunday, February 28, 1932 

Lesson 8. The First Miracle. 

Texts: Weed, "A Life of Christ for the 
Young" Chapter IS; John 2:1-11; Sun- 
day School Lessons, No. 8. 

Objective: Evidences of the power and 
divinity of the Savior are added unto those 

who have faith and obey His teachings. 

Supplementary Materials: Farrar, "Life 
of Christ," Chapter 11; Papini, "Life of 
Christ, pages 141-144; Kent, "The Life 
and Teachings of Jesus," pp. 93-108; Tal- 
mage, "Jesus the Christ," p. 144; Bible 
Dictionary, any good one; Dummelow, 
"The One Volume Commentary of the 
Bible," p. 777. 

Suggestive Outline: 

I. Wedding at Cana. 

. a. Nature of Celebration. 
Hosts' obligations. 
II. Jesus and His disciples attend. 
Approval of the celebration, 

III. Success of Festivities Jeopardized. 

a. Jesus appealed to. 

b. Making of the wine. 

IV. Significance of Act. 

a. Effect upon guests. 

b. Effect upon disciples. 

Farrar in his "Life of Christ," says, 
p. 133; 

"Whether the marriage festival lasted 
far seven days, as was usual among 
those who could afford it, or only for one 
or two, as was the case among the poorer 
classes, we cannot tell; but at some period 
of the entertainment the wine suddenly 
ran short. None but those who know 
how sacred in the East is .the duty of 
lavish hospitality, and how passionately 
the obligation to exercise it to the utmost 
is felt, can realize the gloom which this 
incident would have thrown over the oc- 
casion, or the misery and mortification 
which it would have caused to the wedded 
pair. They would have felt it to be, as in 
the East it would still be felt to be, a 
bitter and indelible disgrace." 

Some contend that Jesus' answer to 
His mother, on this occasion showed dis- 
respect; Farrar clears this up for us as 
follows: p. 13?. 

"'Woman, what have I to do with 
thee?* The words at first sound harsh, 
and almost repellant in their roughness 
and brevity; but this is the fault partly of 
our version, partly of our associations. 
He does not call her 'mother,' because, 
in_ circumstances such as these, she was 
His mother no longer; but the address, 
'Woman,' was so respectful that it might 
be, and was, addressed to the queenliest; 
and so gentle that it might be, and was, 
addressed at the tenderest moments to 
the most fondly loved. And 'what have 
I to do with thee,' is a literal version of 
a common Aramaic phrase which while 
it sets aside a suggestion and waives all 
further discussion of it, is yet perfectly 
consistent with the most delicate courtesy, 
and the most feeling consideration." 

Papini says, on page 141 of his "Life 
of Christ": 



Dec, 1931 

"Jesus liked to go to weddings. For the 
man of the people who very seldom gives 
way to lavishness and gayety, who never 
eats and drinks as much as he would like, 
the day of his wedding is the most re- 
markable of all his life, a rich passage of 
generous gayety in his long, drab, com- 
monplace existence. Wealthy people who 
can have banquets every evening, mod- 
erns who gulp down in a day what would 
have sufificed for a week to the poor man 
of olden times, no longer feel the solemn 
joyfulness of that day. But the poor man 
in the old days, the workingman, the 
countryman, the Oriental who lived all 
the year round on barley-bread, dried figs 
and a few fish arid eggs, and only on great 
days killed a lamb or a kid, the man ac- 
customed to stint himself, to calculate 
closely, to dispense with many things, to 
be satisfied with what is strictly necessary, 
saw in weddings the truest and greatest 
festival of his life. The other festivals, 
those of the people and those of the 
Church, were the same for everybody, and 
they are repeated every twelfth month; 
but a wedding was his very own festival 
and only came once for him in all the 
cycle of his years." 

The International Bible Dictionary 
says about miracles, page 411; 

"A miracle is not the breaking of a law 
of nature, it is not an interference with 
or suspension of the unchanging uni- 
formity of the laws of the universe. 

"It is simply a personal God putting 
his will into the laws of nature; it is God's 

doing with his infinite power, the same 
quality of action, though vastly greater in 
degree, that we do every hour when w£ 
exert our personal will amid the forces of 
nature. I lift up a book, I turn on the 
water from the water-works and make a 
shower on my parched lawn or garden. I 
stop a part of the machinery in the factory 
and rescue a child caught in its wheels. 
These acts break no law of nature, they 
suspend none, they change none, neither 
in the natural nor in the spiritual world. 

"All civilization is the result of man's 
putting his will into the uniform laws of 
nature. He can do it because the laws 
are uniform, and he believes them to be 
unchanging. The doctor puts his will 
into the laws of nature, which, if left to 
work out their natu'ral result, would take 
away his patient's life, and_ by using the 
laws of nature cures the patient. 

"It is absurd to suppose that God can- 
not do what his children are doing every 
day. The believer in miracles and in the 
answer to prayer, stands by the side of 
the scientist in his belief in the uniform 
action of the laws of God in nature.'^ 

Keep this in mind, because it will be 
helpful in considering the later miracles. 

Again, let us urge that teachers ask the 
Sunday School superintendency to sup- 
ply the library with some of the books 
referred to in these lessons. Farrar's 
"Life of Christ," and Talmage's "Jesus 
the Christ" will be extremely helpful in 
obtaining an insight into these lessons, 
and making them dynamic in the lives of 
the pupils. 

Attendance, Jan. 4. 1931, 57; Aug. SO, 1»31, 98 
J. Thomas Lee, Superintendent; Lorrtaine Broivn, Secretary 


m m 


General Board Committee : Adam, S. Bennion, Chairman ; J. Percy Goddard, Vice Chairm4in 


First Sunday, February 7, 1932 

Lesson 6. Who Joseph was on his 
Mother's Side. 

Text; Sunday School Lessons, No. 6. 

Supplementary References: Joseph 
Fielding Smith, "Essentials of Church 
History," pp. 29-31; Lucy Mack Smith, 
"Joseph Smith and his Progenitors" 
pp. 1-30; or "Life of Joseph Smith"by his 

Objective; To show that Joseph's 
mother's people were as brave and God 
fearing as the Smiths. 

Organization of Material: 

L Great-Great-Grandfather John Mack. 

a. Born in Scotland, JMarch 6, 1853. 

b. Seeking religious freedom, reaches 
America 1669. 

c. Settles in Salisbury, Mass. 

d. Moves to Lyme, Conn., and mar- 
ries Sarah Bagley. 

e. Died at Lyme, Feb. 24, 1721. 

IL Great-Grandfather, Ebenezer Mack 

a. Born at Lyme, Dec. 8, 1697. 

b. Marries Hannah Huntly, becomes 
father of nine children. 

c. Becomes minister of the Second 
Congregational Church. 

d. Dies when Washington is 45 years 
old. (1777.) 

IIL Grandfather, Solomon Mack. (1732- 

a. Born at Lyme, Sept. 26, 1731. 

b. Fights in same wars with George 

c. Married Lyddia Gates a school 
teacher, 1759. 

d. In Revolutionary War. 

e. Moves to Gilsum, New Hamp- 

IV. Mother of Joseph, Lucy Mack. 

a. Born at Gilsum, July 8, 1776. 

b. Married Joseph Smith, Senior, 
Jan. 24, 1796. 

V. Both Joseph and Lucy had remark- 
able ancestors. 
Lesson Enrichment; Solomon Mack, 
Joseph's grandfather tells us how he aid-ed 
the Colonies in gaining 'freedom from 
England, making religious freedom pos^ 
sible here in America. "In 1776, I enlisted 

in the service of my country, and was for 
a considerable length of time in the land 
forces, after which I went with my two 
sons, Jason and Stephen, on a privateering 
expedition. We succeeded in getting 
some of our guns on shore, 'and bringing 
them to bear upon the enemy, so as to 
exchange many shots with them; yet they 
cut away our rigging, and ileft our vessel 
much shattered. 

"We then hauled off and cast anchor; 
but in a short time we espied two row- 
galleys, two teloops and two schooners. 
We quickly weighed anchor and hauled 
to shore again, and had barely time to 
post four cannon in a position in which 
they could be used, ibefore a sanguinary 
contest commenced. The balls from the 
enemies guns tore up the ground, cutting 
asunder the saplings in every direction. 
One of the row-galleys went around a 
point of land with the view of hemming us 
in, but we killed forty of their men with 
our small arms, which caused the enemy 
to abandon their purpose. 

"My son, Stephen, in company with the 
cabin boys, was sent to a house not 
far away from the shore with a wounded 
man. Just as they entered the house an 
eighteen pounder followed them. A wom- 
an was engaged in frying cakes at the 
time, and' being ,somewhat alarmed, she 
concluded to retire into the cellar, saying 
as she left that -the boys might have the 
cakes as she was going below. 

"The boys ;were highly delighted at this, 
and they went to work cooking, and feast- 
ing upon the lady's sweet cakes, while 
the artillery of the contending armies was 
thundering in their ears, dealing out death 
and destruction on every hand. At the 
head of this party of boys was Stephen 
Mack, my second son, a bold and fearless 
stripling of fourteen." After four years 
of fighting and sailing, he returned home, 
as he puts it, to "devote the rest of my 
life to the service of God and my family." 
He didn't seem to realize that the war for 
independence must be fought before the 
True Church could be restored in Amer- 

Application; Without brave and fear- 
less men and women like Joseph's ances- 
tors, Religious Freedom could never have 
been established in the land where the 
Gospel was soon tO' come. It's our mis- 
sion to be as firm as they were. 



Dec, 1931 

Second Sunday, February 14, 1932 

Lesspn 7. "The First Fifteen Years of 
Joseph's Life." 

Text; Sunday School Lessons, No. 7. 

Supplementary References: ''Essentials 
of Church History," Smith, pp.33-40; His- 
tory ,of Joseph iSmith by his Mother, 
Lucy; Era, Volume S, pp. 166-171 241- 
245. (This reference is the History of 
Joseph by his mother as it was published 
in the Era.) "Views from the Prophet 
Joseph's Birthplace." Era, Vol. XI, pp. 

Objective: To show that the Smiths 
were intensely religious, seeking the guid- 
ing- hand of Providence. 

Organization of Material: 
I. Promised Land Prepared for The 
Birth of the Seer. 

a. Columbus, the Pilgrims, .'Wash- 
ington and other Gentiles had 
performed their part. 

b. That this should be so was seen 
by Nephi. (Read I Nephi, 13 
chapter and discus^ jt with the 

II. Joseph Smith was the Prornised 

Lehi prophecies, also quotes Joseph 
who was sold into Egypt. Read 2nd 
Nephi 3, giving special attention to 
verses that refer immediately to 
Joseph and his work. 

III. Joseph's father a school teacher. ' 
This accounts partly for the Smiths 
being anxious over learning to read 
and write. 

IV. The Mother was a Book writer. 

a. She writes The History of her 
son in splendid style. 

b. Her \thirst for learning aided 

V. The Smiths and Macks knew their 

This led to Joseph's early liking for 
the Bible. 
VI. The Smiths were prayerful people. 
When Sophronia and Joseph were 
so sick, God was sought, sending 
his healing power because of their 
VII. Joseph was early introduced to great 
a. First in sickness. 

b. Second by his father's losses 
Lesson Enrichment: The following 
story proves how prayerful the Smiths 

"Sophronia had a heavy siege. The 
physician attended upon her eighty-nine 
days, giving her medicine all the while; 
but on the ninetieth day, he said she was 

so_ far gone that it was not for her to re- 
ceive any benefit from medicine, and for 
this cause he discontinued his attendance 
upon her. The ensuing night", continues 
the Prophet's mother in her history, "she 
lay altogether motionless, with' her eyes 
wide open and with that peculiar aspect 
which bespeaks the near approach of 
death. As she thus lay, I gazed upon 
her as a mother looks upon the last shade 
of life in a darling child. In this moment 
of distraction, my husband and myself 
clasped hands, fell upon our knees by the 
bedside, and poured out our grief to God, 
in prayer and supplication, (beseeching him 
to spare our child yet a little longer. 

"Did the Lord hear our petitions? Yes. 
he most assuredly did, and before we rose 
to our feet, he gave us a testimony that 
she should recover. * * * From this time 
forward Sophronia continued mending, 
until she entirely recovered." See Life 
of the Prophet by his mother, Lucy. 

Application: The Smiths, being noble 
spirits, reached out toward their Heavenly 
Father. Each one of us has ,'the same 
privilege. Especially is this so, since the 
Lord gave us the Priesthood. 

Third Sunday, February 21, 1932 

Lesson 8. The First Fifteen Years of 
Joseph's Life 1( Continued). 

Text: Sunday School Lessons, No. 8. 

Supplementary References. "Essentials 
of Church History," Smith, pp. 38-42: 
"Heart of Mormonism," pp. 12-20, Evans. 
This is excellent on the Religious Revivals 
and the beliefs of the period. Turn to any 
other Church history or additional mate- 
rial. The Essentials by Smith; and the 
"Heart of Mormonism" by Evans should 
be in the hands of every teacher. The 
"Young Folks History of the Church," by 
Anderson is a splendid book to put into 
the hands of the students. 

Objective: To show that at last, 
Joseph was ready and so was the Lord, to 
usher in the New Dispensation, 

Organization of Material. 

I. Against the Smith's firm will, they 
were forced by the Lord to move 
300 miles westward to the Hill 

a. Sickness, drought, frost, and fam- 
ine disrupted their plans. 

b. The Lord caused glowing reports 
to reach them regarding the Hill 
Cumorah country. 

c. When the Father investigated, the 
family traveled to the "New Land 
of Promise." 

d. Since they were on the exact spot 
outlined by the Lord for them, 
they were happy. 

Dec, igsi 



II. Revivals arouse the religious feeling 
in the Smith group, 

a. The ministers preached that Bap- 
tism _ was essential to salvation, 
proving it from the scriptures. 

b. None of the Smiths had been bap- 

c. All set about reading the scrip- 
tures, finding out for themselves. 

III. The older members lead the way. 

a. The Mother is sprinkled into the 
Presbyterian Church. 

b. Then followed the children, Hy- 
rum, Samuel, Sophronia. 

IV. The spirit of the Lord impresses 
Joseph to hesitate. 

a. He desires baptism, nevertheless. 

b. He fully expects to join a church. 

c. He wants to make sure. 

V. Reverend Lane decides the issue. 

a. The First chapter and Fifth verse 
of James is repeated in Joseph's 

b. It came with testimony to a per- 
plexed soul. 

c. It was scriptural and reasonable. 

d. He should know for himself. 

VI. The messages of the Gods are not 

a. The time was ripe for the Restor- 

b. God's chosen Seer was ready. 
Lesson Enrichment: Orson F. Whit- 
ney says, "A brief glance at some of the 
social conditions of those early times and 
primitive places may here be necessary. 
Western New York, the arena of our 
story's immediate action, was then an 
almost new country. Farm and forest, 
society and solitude, civilization and semi- 
savagery divided it. The Red Man, 
though no longer roaming wildly, had not 
disappeared from its borders, and the 
whites, who of course, predominated and 
held sway, if like all Yankees shrewd 
and intelligent, were most illiterate and 
untaught. The masses were poor, but 
there were farmers and artisans who were 
prosperous, and the people, as a rule, were 
industrious and provident. Their style of 
living was exceedingly plain. Houses were 
usually small, unplastered, unpainted and 
rudely furnished. * * * The floors were 
often without carpets, the tables without 
cloths and the frugal meal, cooked amid the 
glowing embers on the hearth or in the 
iron pot suspended by a chain from the 
chimney hook, was eaten from pewter or 
wooden plates with horn-handled knives 
and iron spoons. Clocks were a rarity, 
the 'time o'day' being commonly guessed 
by the sun; pictures and musical instru- 
ments were few and of inferior kind, and 
the family library consisted, in most in- 
stances, of the Bible, an almanac and what 

books were in vogue at the village 
school." History of Utah, Whitney, p. 18. 
Application: We, like Joseph, should 
hesitate until we are sure, seeking God's 
aid — His will in our behalf, striving for 
the testimony of the spirit, or following 
the words of those who do know or those 
m whom we have the greatest confidence. 
Prayer has satisfied many a soul. 

Fourth Sunday, February 28, 1932 

Lesson 9. Joseph's First Vision. 

Text: Sunday School Lessons, No. 9. 

Supplementary References: "One Hun- 
dred Years of Mormonism," Evans, pp. 41- 
49; Essentials, Smith, pp. 41-49; "Writ- 
ings of Joseph Smith" in the front of the 
Last Edition of the Book of Mormon, or 
in the back of the Pearl of Great Price; 
''Heart of Mormonism," Evans, Chapters 
One and Two; Any History of the 
Church Robert's "New Witness for 
God" Vol. I, pp._91-191 Is good. 

Objective: To show God's goodness 
and consideration in answer to Joseph's 
fervent prayer. 

Organization of Material: 

I. Joseph told to receive a "Religious 


a. Many at the revivals received 

1. Some fainted and became hys- 

2. Others fell to the floor, declar- 
ing they had the Spirit. 

II. Joseph perplexed at what he saw and 

a. "What to do I did not know." 

b. Resolves to ask God. 

III. The force of another man's religious 

a. James the Brother of Christ had at 
one time received a religious ex- 
perience, directing him what to do. 

b. James' words of promise led Jos- 
eph to a real experience. 

c. He was to receive liberally and not 
be upbraided. 

IV. The persons coming upon the scene. 

a. Joseph, the fourteen and a half 
year old boy arrives. 

b. Lucifer with his power of dark- 

c. The Father in his pillar of bright- 

d. The Son of God introduced by 
the Father. 

V. The message delivered. 

a. The Father presided. 

b. Following the introduction, the 
Son delivered the instructions. 

1. All churches were without au- 

Photo of Art Window in Salt Lake Temple 

bee, iQit 



2. The True Church to be given 
to Joseph. 

VI. Joseph was satisfied. 

a. His religious experience was gen- 

1. He had actually beheld two of 
the Godhead. 

2. He had learned the power of the 

b. The information given was worthy 
the visit of the Gods. 

Itwas the first step in the restor- 
ation of all things, leading toward 
the fullness of Christ's redeeming 

c. Joseph was willing to await the 
Lord's plans. 

Application: "Ask and ye shall receive; 
knock and it shall be opened unto you." 
To us, our missions mean our salvation. 
Let's not leave God out of it; but be as 
hungering for righteousness as was Jo- 
seph. Discuss how God is interested in 
each one of us. 

Lesson Enrichment: The "Saints 
Messenger and Advocate" refers to the in- 
fluence of The Reverend Mr. Lane upon 
the mind of Joseph Smith. "Elder Lane 
was a talented man, possessing a good 
share of literary endowments and apparent 
humility.— Mr. Lane's manner of com- 
munication was peculiarly calculated to 
awaken the intellect of the hearer, and 
arouse the sinner to look about him for 
safety. Much good instruction was al- 
ways drawn from his discourses on the 
scripture, and in common with others, our 
brother's mind (That of Joseph Smith) 
became awakened." (See Comprehensive 
History of the Church", B. H. Roberts, 
p. 52. 

From the same page we read, "The 
Reverend Mr. Lane of the Methodist 
church preached a sermon on the subject, 
'What Church Shall I Join?' He quoted 
the golden text of James. — The Text 
made a deep impression on the mind of 
the Prophet. He read it on returning 
home, and pondered it deeply. Here was 

a message from the word of God." Surely 
Joseph read the next verse also, "But let 
him ask in faith, nothing wavering. For 
he_ that wavereth is like a wave of the sea 
driven with the wind and tossed. For let 
not that man think that he shall receive 
anything of the Lord." 

Virg^inia Is eleven years old and Uvea 
in Clawson Ward, Teton Stake. Por three 
Tears she has neither mL^sed Sunday 
School nor been late. She has given two- 
and-a-half minute talks, offered the open- 
ing and closing prayerts and is always on 
hand to do anything requested of her. 

A Lesson We can Learn from a Clock 

By Aubrey J. Parker, Santn Barbara, CaUfornia 

A member of the superintendency of one of our Sunday Sdhools ^tood 
with his watch in his hand and said, before his Sunday School : "There is a 
lessoii that' we can learn from a clock. Please note— that twice a day it 
puts its hands together, and therein lies a lesson for us : for twice a day, both 
morning and at night we should go before our Father in Heaven to ^bestech 
of Him his guidance, and to thank Him for His loving watch over us H'ife 
children. - ' 

"Let us, then, learn this lesson from a clock, and thus make our days and 
nights more blessed of Him, whose saints we are." 

General Board Committee: Frank K. Seegmiller, Chatrmmi; assisted by Florence Home 

Smith, Lucy Gedge Sperry and Tessie Giaque 


Ages 7, 8 and 9. 

First Sunday, February 7, 1932 

A Picture Lesson. 

This picture lesson has two outstanding 
objectives; first, to help the children ex- 
press themselves on the beauties and 
truths of the previous month's lesson, and 
second, to help them to connect the les- 
sons of each month with each other. So 
often our children know a number of 
Bible stories but they do not understand 
the relation of one to another. So teach- 
ers, besides having the children express 
themselves on each lesson as the picture 
is shown, help them to feel that the four 
lessons used last month are really parts 
of our longer story. 

Today we start with God and His chil- 
dren in their spirit home in Heaven. We 
talk about how it happened that they 
came to earth, how their earthly home 
was made, who their earthly parents were 
and how God taught His children that 
they should obey Him. 

(Refer to October Instructor for means 
and methods of review.) 

Second Sunday, February 14, 1932 

Lesson S. Enoch Blessed by God. 

Texts: Genesis V: 18-24; Pearl of Great 
Price, Moses VI.21-68; 7. Sunday School 
Lessons, Leaflet No. 5. 

Objective: Disobedience generally 
brings sorrow, but obedience always 
brings satisfaction. 

Memory Gem: Blessed are the pure m 
heart; for they shall see God. 

Songs : "What Can I Do," Kindergarten 
and Primary Songs, by ThomassCn. (The 
second verse is particularly fitted to this 

Organization of Material: 

I. Enoch Loves the Lord. 

a. Was taught the ways of God by 
his father Jared. 

b. He journeyed among the people. 

c. Was given a special mission. 

To preach repentance and obedi- 
2. In humility, he accepts. 

II. He Calls the People to Repentance. 

a. Cries to them with a loud voice. 

b. Crowds flock to hear him. 
They Wonder at his strength and 
power. « 

c. He tells of his vision. 

1. That God showed him the 

2. That God is Ruler of heaven 
and earth. 

3. People must repent if they de- 
sire to go home to God. 

4. That (jod is sad because of 
their disobedience. 

III. He and His Followers Taken to 
Live with God. 

a. They loved righteousness. 

1. Loved one another. 

2. Kept the commandments of 

b. God blessed them and the land for 
their sakes. 

No poor among them. 

c. He took them unto Him. 
Lesson Enrichment: Before starting to 

tell about how Enoch was blessed by 
God, tell about a little girl who lives quite 
near to us. This little girl is seven years 
old. She has blue eyes and light curls. 
Her name is Helene. One morning she 
found the tortoise shell rims of some old 
glasses. What fun she had. She took out 
the few pieces of broken brown glass 
which were in them and put the rims on 
her nose. Then she placed the curved 
ends behind her ears. She walked up and 
down the path showing everybody how 
she looked. Her father said, "How do 
you do, Grandma?" This smade her 
happier still. She called herself "Grand- 
ma." She played that her little brother 
was her grandson. They taked to each 
other as grown folks do, and played they 
were visiting their friends. 

Late in the afternoon, she s^id to her 
mother, "May I go down by the creek to 
play fishing. I'll be very careful." 

"Yes," Mother said, "but leave your 
glasses here." 

"No," said Helene, "I want them by 
me. I'll put them in my pocket. I may 
want to put them on again while I am 
there. " 

"But," said Mother, "I'm afraid you 
will lose them. That would be too bad, 
because you have had so much fun with 

(From the Centennary Pagteant, "The Message of the Ages") 

"iSTo, I won't lose them," said Helene, 
"Look at my big pocket. See how nicely 
they fit in it." 

"Yes," answered Mother, "You may 
think they fit nicely there, but I am 
almost sure you will lose them if you take 
them. If I were you, I would leave them 
in the house." 

But Helene was not strong enough to 
.leave her new treasure in a safe place 
at home. She thought she knew more 
about what might happen than her 
mother. So away she ran. 

About an hour afterwards her mother 
heard loud sobbing. She listened won- 
dering if her little girl was hurt. No it 
didn't sound like a hurt-cry so she waited 
until Helene came into the house. Great 
tears streamed down her cheeks, she was 
heart broken. Her glasses were gon^t 
They had fallen in the stream and the 
water had washed them away. Of course 
there was nothing to do now. Her fun 
as "Grandma" was over. 

Our lesson for today tells about some- 
one who was strong enough to listen to 
what he was told. 

Application: Sometime during the 
period help the children to name one or 
two circumstances which might happen in 
their homes tomorrow In which they 
should do as they are told. Talk to them 
about the words "Pure in heart" as were 
the people of Enoch. 

Third Sunday, February 21, 1932 

Lesson 6. Why the jRainbow Is In the 


Texts- Genesis 6, 7, 8:1-17; Pearl of 
Great Price, Moses 8:15-20; Sunday 
School Leaflet, No. 6. 

Objective: Disobedience generally 
brings sorrow, but obedience always 
brings satisfaction. 

Memory Gem: 
"Kind Father, I thank Thee for two little 

And ask Thee to bless them till each 
That children can only be happy all day 

When two little 'hands have learned to 

Pictures: "Noah and the Ark." Old 
Testament Bible Primer. 

Song: "Guide Me To Thee." Deseret 
Sunday School Songs. 

Organization of Material: 

L Wickedness Reigns on the Earth. 

a. Man forgets his mission. 

b. Our Father becomes grievedv 

c. Noah and his family only remain 
righteous before God. 

II. God's Commands to Noah. 

a. To warn the people to live accord- 
ing to God's laws. 

b. To build an ark. 

c. Take his family into it. 

d. Preserve all animal life. 
c. Noah's obedience. 



Dec, 1931 

III. Noah Saved in the Ark. 

a. Waters cover the earth. 

b. The ark floats upon the waters. 
Its inhabitants safe. 

c. The waters disappear. 

d. At God's command, Noah leaves 
the Ark. 

e. Noah offers thanksgiving for his 

f. God blesses Noah. 
Makes covenant with him. 

Lesson Enrichment: Before telling the 
story of Noah and the Ark, help the chil- 
dren to understand that there are certain 
things all big folks and little folks must 
learn. Teachers may name some of them 
and let the children name some of them. 
For instance; very little babies soon learn 
that if they ask for things, they get them. 
When they are learning to walk, they 
must do it just so, or they fall. All folk§ 
must eat to grow strong; to keep warm, 
they must put enough clothing on; to keep 
their fingers feeling right, they must keep 
them off the stove; to get home safely, 
they must look both ways when they cross 
a street, etc., etc. 

Our Heavenly Father has told us that 
those who wish to be happy, must obey 
Him. Once He had to punish His chil- 
dren very severely because they did not 
do as they were told. Listen to this story 
to see if it tells of anybody who did do as 
he was told. 

Illustrations — Application: Let the 
children tell of incidents in which (folks 
they know have obeyed and have been 
happy because of having done so. Teach- 
ers may suggest circumstances which may 
happen in any home where there are little 
children, and let the children suggest how 
they would act under those conditions. 

Fourth Sunday, February 28, 1932 

Lesson 7. The Tower That Was Never 

Texts: Genesis 11:9; Sunday School 
Lessons, No. 7. 

Objective: Disobedience gerenally 
brings sorrow but obedience always 
brings satisfaction. 

Memory Gem: Same as last Sunday. 

Song: "His Little Ones," Kindergar- 
ten and Primary Songs — •Thomassen. 

Organization of Material: 

I. A Mighty People Arose in Shinar. 

a. Many years after the flood. 

b. They were of one language. 

c. The Lord wished them to scatter 

1. That the land might be culti- 
vated to provide more food. 

2. That new cities might arise. 
11. The Lord Sends a Special Message 

to Them. 

a. Through his prophets. 

b. That they should scatter and build 
new cities. 

c. The people ignore the Lord's com- 

1. They build a still greater city. 

2. Erect a tower to reach into 

III. Our Father Changes Their Lan- 

a. He has compassion upon some 
who were obedient. 

b. The change of language confuses 

c. They scatter abroad. 

Lesson Enrichment— Point of Contact; 
Sometimes little folks like to have a lan- 
guage all their own, so other folks cannot 
understand them. Girls sometimes change 
their words by adding "ly" or "ing" to 
every one. Boys often make every third 
word or every second word the word they 
wish understood. When these folks talk 
in their language, of course, no one can 
understand their meaning only those who 
know their rules. (Teachers or children 
may give examples of languages which 
children make up for their own crowds.) 

Whenever children make up languages 
of their own, they use the new language 
only part of the time. If they want 
something from mother and she doesn't 
understand their "group" language, they 
talk to her as she would talk to them. 
It wouldn't do them much good to ask 
her for something in words she could not 
understand, would it? 

Our story for today tells of some folks 
who needed very much to understand 
what other folks said to them, but Our 
Heavenly Father caused them to forget 
the language they all knew. So, when 
they talked to each other, all was confu- 
sion. Our Father did this for a reason. 
He did it to punish them because they did 
not wish to listen and obey His sugges- 
tions to them. 

Illustrations— Application: After_ the 
story of the tower that was never finished 
has been told, encourage the children to 
tell of incidents from their home life in 
which it has paid them to do as they were 
told. Then suggest situations which 
might arise, and let them tell how they 
would like to act under the circumstances. • 
Suppose that several children are playing 
in the snow with their sleds and the 
mother of one boy comes to the door and 
asks him to come into the house. Even 
though this boy is the leader of the group 
and the other boys depend upon him to 
start them out in their coasting, what 
would be the wise thing for him to do? 
Suppose that some boy said, "Don't go in, 
now Tom, tell your mother to wait a 
while. It won't matter much to her." 
What would be the safe thing to do? 

Simple Gifts for Children 

Hilda Richmond, for National Kindergarten Association 

Safely hidden in the closet was a 
doll almost as large as Mary Louise, 
a wonderful train of cars that would 
run on a track, for Freddy, a set of 
books beautiful enough for grown 
folks and other costly Christmas 
gifts to correspond. Mrs. Lennox 
believed in shopping early and get- 
ting things that had not been 
handled by others. There might be 
germs on the toys a few weeks later, 
but now they were resplendent with 
paint and ^varnish and absolutlely 
clean. And when she was called to 
her old home to see her sick mother 
she rejoiced more than ever that her 
Christmas shopping had been com- 
pleted. The children would have to 
be left in charge of an elderly lady, 
a woman safe enough and motherly 
enough to satisfy all demands, but 
not one who had ever made a study 
of child Hfe as Mrs. Lennox prided 
herself on doing. 

And when Mrs. Lennox returned 
she was amazed to find an entirely 
new collection of toys in her home. 
Freddy was having a most delight- 
ful time with some cheap railroad 
cars while Mary Louise had a doll in 
her arms that certainly never cost 
more than twenty-five cents, the 
mother decided. 

"We've had the best time !" cried 
the children hurrying to show the 
treasures. "Mrs. Green got a whole 
lot of money from Daddy and let 
us pick out all these lovely things." 

Mrs. Lennox at once decided that 
"Daddy" had not been impoverished 
by the buying, but she said nothing. 

It was the first time that her chil- 
dren had ever gone through a cheap 
store, and to think they would select 
such things — inartistic, even crude. 
It was quite a blow to the devoted 
young mother. 

"You see, Mrs. Lennox, children 
are like grown folks. They like to 
pick out their own things," said 
Mrs. Green calmly. Evidently the 
elderly lady had forgotten that Mrs. 
Lennox had a whole library on child 
life, . and that she never missed a 
lecture at the Parent-Teacher Asso- 
ciation of which she was president. 
She even forgot that Mrs. Lennox 
was rich and influential and often 
made addresses herself on the prop- 
er way of bringing up children. 
"You're young and you'll learn all 
these things," went on the elderly 
caretaker calmly. "The children 
were as good as gold while you 
were away, and we got along nice- 

Mrs. Lennox did some hard think- 
ing very quickly. "Thank you very 
much, Mrs. Green," she said bright- 
ly. "When children are happy they 
are good — " She paused because that 
sounded like one of her Parent- 
Teacher talks. "I'm sure you made 
them happy and I'm going to profit 
by the way you've managed," she 
finished. It was not easy to say, 
but Mrs. Lennox was no coward. 
"It is plain that the children love 
little simple ,gifts and they shall 
continue to have them— and not 
too many at a time either," 


General Board Committees 

George A. Holt, Chairman, assisted by Inez Witheck and 
Marie Fox Felt 


Ages 4, 5 and 6. 

First Sunday, February 7, 1932 

Lesson 10. The Children's Period. 

This is the period in which the children 
do most of the talking-. By careful ques- 
tioning- and the use of the pictures the 
teachers lead them to tell what they re- 
member about the stories told last month. 
-I Be sure to help the children tell about 
the bright pictures which they are mak- 
ing in their New Year's life books. 

As they look at the pictures of Jesus 
being blessed, help them to tell how 
Simeon and Anna were blessed for their 
gifts of service or doing for others. 

How did the Wise Men give and serve? 

When they look at the picture entitled 
"The Flight into Egypt", help them to 
tell the whole story of how God took 
care of the baby Jesus and how He helped 
Joseph to understand what to do. 

Listen to expressions of how they 
themselves have helped this month and 
tell them of similiar experiences of your 

Second Sunday, February 14, 1932 

Lesson 11. The Boy Jesus Grows 
Strong. (Part I.) 

Texts: Luke 2:39, 40; Sunday- School 
Lesson Leaflet, No. IL 

Objective: Physical, mental and spirit- 
ual strength comes by doing. 

Pictures:- "The Boyhood of Jesus in 
Nazareth"; New Set of Colored Pictures, 
No. 5. 

Organization of Material: 

I. Jesus' Home was in Nazareth. 

a. He came to Nazareth from Egypt. 
Its setting. 

b. Jesus, His Mother's pride and joy. 

c. Jewish homes differ . from our 
*" homes. * ,' 

IL He Played As Other Children Play. 

a. Was one of many humble children. 

b. Qut-door activities. 

•It Walking, running^, climbing, etc. 
2. Games, playing fair, master bf 
TIL Helped with the Home Duties, 
a. Probable outside tasks. 

Carrying water and fuel — errands. 

b. Indoor duties. 

1. Bed making — watching and 
helping with bread making, etc. 

2. Assisted in the carpenter shop. 

c. Kept His body-house clean inside 
and outside. 

Lesson Enrichment — Point of Contact: 
The lesson may be commenced with a 
talk something like the following: I wish 
to look at your shoes this morning. Will 
each one, please, place his feet comfort- 
ably together on the floor so I may see 
every pair of shoes in the circle. Some 
are black and some are brown. Some are 
laced, others are buttoned and still others 
are tied with ribbon. Johnnie can you 
button your own shoes? Who else can 
do it? It is very hard to button or lace 
one's shoes at first. The button will not 
go into place, and the laces get crossed 
so funny. But boys and girls who keep 
on trying to do these things, day after 
day, soon become clever enough to do 
them easily. When little fingers are 
given a chance to button a button every 
morning, they soon show how strong and 
clever they can become. The more we 
do, the stronger we grow, and the better 
■ able we are to do things well. It is by 
doing day after day that little people grow 
into bigger, stronger folks. 

Illustrations — Application: Show a 
photograph of Abraham Lincoln. Let the 
chidren tell what this gentleman's name 
is. When was his birthday? What hap- 
pened day before yesterday to help you 
know that it was his birthday? All over 
the wide world Abraham Lincoln is talked 
about. Little black children, and little 
brown children as well as hundreds of little 
white children are told stories about him. 
We have his photograph on many of our 
pennies to help us to think of him. (The 
teacher may show a Lincoln penny if she 
can obtain one.) He was a tall strong 
man, and he was a great man. Shall 'I 
tell you how he happened to become such 
a man? He grew strong by, doing things. 
When he came, a little babe to his parents 
home they were very poor. They lived in 
' k log house, not as good as pur barns. In 
the cabin there were holes for doors and 
windows, and skins of bears were hung 
over to keep out the rain and the snow 
and the cold. 

Abraham's mother made the yarn and 
the cloth before she could make his 


Tills picture, by Millais, now In the Tate Gallery, London, is valued at *50,0O0.OO 

clothes, so it took her a long time. Once 
she made him a suit of bear skin and he 
was ever so proud of it. 

When her little boy grew big enough he 
would go to meeting. The meeting house 
was made of logs. The preacher would 
stand by a log stump for a pulpit and his 
listeners would sit around on log seats. 
Abraham used to like to play he was a 
preacher. He would stand up and talk as 
well as he could. His sister would sit 
quietly and listen to him. Then they 
would both sing a hymn. 

Soon he grew big enough to go to 
school. It was a strange school; big Inen 
used to go with little boys and girls. 
They all learned their lesson from one 
book, called a speller. Abraham worked 
so well that in a very short time he could 
read well, and then he became the best 
in the class. At night when all the other 
members of the family were asleep, he 
would sit in the dim fire light, learning to 
read and write. His father was too poor 
to buy him a slate, so he had to write on 
a wooden shovel. There were only three 
books in his home. These he read over 
and over. Whenever he heard a visitor 
^say a new word he would learn how to 
say that word. 

Once he borrowed a .book to read. He 
walked twelve miles to get it and twelve 
miles to take it home again. (Tell the 
children that twelve miles is the distance 
down town or to the lake or twice as fat 
as to grandmas.) Poor boy! How he 
would have liked to look at the pictures 
and to read the books we have today! 

When he grew to be a man, he would 
not give up doing his work until it was 
done. Once he .made a boat to put some 
pigs m, so they could ride on a river from 
one town to another. But the pigs would 
not go on the boat. They were afraid 
There was only one thing left to do, and 
Abraham decided to do it. He took the 
pigs in his arms and carried them one by 
one, on the boat. His long arms made 
strong by hard work, grasped the pigs 
and held them fast. None wiggled away 
from him. 

He worked so well and learned so much 
that people decided to make him President 
of the United States. He was one of the 
best presidents that ever served. 

Sometimes boys and girls of our age 
have difficult things to do. How many 
times do we try again if we cannot do 
them the first time? What did you try 
to do this morning, that was very hard to 
do? How did you get along? How do 
ants succeed in carrying big crumbs and 
other pieces of food? Name some things 
that used to be hard to do that you have 
made easy now? 

Third Sunday, February 21, 1932 

Lesson 12. The Boy Jesus Grows 
Strong. (Part II.) 

Texts: Luke 2:39, 40; Sunday School 
Lessons Leaflet. No. 12. 

Objective: Physical, mental and spirit- 
ual strength come by doing. 

Pictures: Find pictures of children 



Dec, 1931 

doing things, of boys and girls and men 
working, etc. 

Organization of Material. 

I. Jesus Taught the Carpenter's Trade. 

a. Every Jewish child learned a trade. 

b. The shop, the tools, and the ar- 
ticles made. 

c. Jesus grew in the power to do. 

1. In earlier years. 

2. In later years. 

II. Trained in Spiritual Things by His 

a. Jewish boys were taught when 
mere babies: 

1. First words were words of faith 
in God. 

2. Prayer of thanksgiving upon 

3. Must be clean in spirit and 

b. Mary taught Him His mission in 

III. Continued to grow in Wisdom and in 
the Grace of God. 

a. He learned the laws of the land. 

b. Obtained culture by association. 

c. Attended the village school. 

1. Only one text "book". 

2. Sacred sayings memorized. 

d ."A Jewish man" at the age of 


Lesson Enrichment— Point of Contact: 

Show the picture of the childhood of 

Jesus which was used last time. Help the 

children to tell some of the things little 

Jewish boys did to grow strong. Then 

continue the story for today telling how 

in other ways Jesus must have grown 


Illustrations— Application: The teacher 
may tell a story of her own childhood 
days showing some ways m which she 
grew strong by doing. iP'erhaps slie 
remembers the time when her mother 
sent her back to sweep the kitchen floor 
again because she had missed some dirt 
in the corner, or may be she can tell how 
proud she was when she learned to wash 
her ears clean. Let the children tell what 
they do with their playthings when they 
are through playing with them. 'Encour- 
age them to try during the coming week 
to put every plaything carefully jaway 
every day when they are through with it. 
Suggest that they notice how easy it is to 
remember to do it at the end of the week 
when they have tried every day. Bring 
three or four pictures showing little chil- 
dren doing things. (Select these from 
among those which you have been daily 
clipping from magazines and newspapers 
for such a time as this.) One may *e 
a child brushing his teeth, another, wash- 
ing his hands, and still' another a child 

sweeping snow off the path. Let the chil- 
dren look at these pictures and make 
whatever comments they wish. 

Then ask two or three children to arise, 
place their hands lon their hips and stand 
on one foot. Let the children observe 
how difficult this is to do the first time. 
Then let them try it again and again ito 
let the class observe how much stronger 
the children become as they do it. The 
whole class may try it. 

Fourth Sunday, February 28, 1932 

Lesson 13. Jesus About His Father's 

* Texts: Luke 2:40-52. Sunday School 
Lessons, Leaflet No. 13. 

Objective: Obedience to God's laws 
brings strength of body and of spirit. 

Pictures: "The Boy Jesus in the Tem- 
ple" New Set of Colored Pictures. No. 4. 
Organization of 'Material: 
i. Joseph and 'His Family Journey to 

a. They travel with a group of fam- 

1. They take donkeys, tents and 

2. Go in obedience to custom. 

3. Such outdoor life meant strength 
of body and new experiences. 

b. To attend the Feast of the Pass- 

Its festivities brought strength of 
spirit and joj'^ in communion with 

c. Jesus looked forward to the visit 
with pleasure. 

II. The Visit in Jerusalem. 

a. Jesus learns about the city. 

b. He goes daily to the Temple. 
Learns of God's ways. 

III. Jesus Thought Lost. 

a. At the end of the first day's jour- 
ney homeward. 

b. The family turns toward Jerusa- 
lem again. 

c. The three day's search. 

IV. Joseph and Mary Find Jesus in the 

a. Sitting among the wise men. 

1. Was asking questions as well 
as listening. 

2. All were astonished at His wis- 

b. His answer to His mother's ques- 

c. Goes home with them willingly. 
Remains "subject unto them". 

Lesson Enrichment — Point of Contact: 

Ask the children to name a few things 

that they do every day. They wash their 

hands and faces, they dress and undress, 

they eat, play, talk, walk, etc. In the long 

Dec, 1931 



ago days when Jesus was a little boy they 
did the very same things. They did some 
things that we do not do. One of them 
was to touch a little metal case which was 
fastened to the door post. In this little 
case was a piece of parchment rolled up. 
On it was written some words about 
always believing in God, Our Father. 
Little children were to learn these words 
by heart. So every time they passed in 
or out of the door they touched the case 
and said the words. I wonder if we could 
remember to do a thing like this. Our 
story today tells us about some other 
things Jesus remembered to do. 

Illustrations — ^Application: Show the 
picture of George Washington and tell the 
children that here is the picture of another 
great man who knewi how to do what he 
was told. He was a soldier and every 
good soldier obeys. Once when many 
men held a dinner to honor him, they 
asked his mother how she happened to 
raise such a good boy. She said "I taught 
him to do as he was told." 

Let us think of one of the ways in 
which we Hsten to what Our Father in 
Heaven tells us to do. iWhat kind of 
drinks do we have for breakfast? Why? 
(Teachers will discuss in simple language 
how we as Latter-day Saints obey the 
Word of Wisdom by abstaining from tea, 
coffee, tobacco, liquor, etc. 

FEBRUARY, 1932. 

In order that the program for each 
Sunday Morning be correlated to bring 
out the one aim and one message, it is 
suggested that the following named ac- 
tivities characteristic of the work and play 
of Jewish children at the time of Christ, 
be participated in by members of the 
class in imitative play. 

1. Represent Christ in the carpenter 
shop with Joseph, sawing and hammering, 
making stools, etc. 

2. Gather stones for the building of the 
stove upon which the food was to be 

3. Represent the household activities 
such as rolling up the bedding and put- 
ting it away on the shelves in the wall. 

4. Wash hands and feet before entering 
the home. This was necessary because 
of the loose sandals worn by the people 
at that time. It was also considered a 
mark of respect to the person whose 
home was being entered. 

5. Pick beautiful wild flowers growing 
on the hillsides. 

6. Represent the birds flying from one 
place to another. 

7. Gather figs, dates, olives and other 
fruits from the trees. 

8. The children often went with their 
mothers to the wells by the road side to 
get water for use in their homes. The 
children might play they were carrying 
on their heads or their shoulders, large. 
earthen jars of water as they march a- 
round the room. 

Songs for the Month 

"Jesus Once Was a Little Child". (Pri- 
mary Ass'n. Song Book.) 

"For This I Pray". 

"How Can I Learn". (Kindergarten 
and Primary Songs.) Choose one of these 
to be taught during the month. 


As far ais we knovr, the Howe Sunday- 
School of IiO«it River Stake, in Idaho, or- 
i^anized May 4, 1&30, will take the prize 
for liavin^ enrolled three pairs of tw^ns 
as pictured above. The children are: 

Back row — ^Veuese and Vina Hill, dansh- 
ters of Mr. and Mrs. Elmer Hill; Center — 
Gerald and Gordon Christensen, i^ons of 
Mr. and MVm. Arthur Christensen ; Front — 
Verna and Vern 'Winnilll, daughter and son 
of Superintendent and Mrs, Joseph Win- 



m mt m i ^^'m^^^^ 

Bobby's Christmas Prayer 

By Isahelle Ruby Owen 

It was the season of "On earth 
peace, * * * Goodwill toward men." 
Christmas lig^hts gleamed from win- 
dows made radianttly beautiful with 
glittering tinsel mingled with rich 
red and green, festooned artistically 
about tiny Canadian pines. 

The beautiful Canadian city was 
shorn of much of its former Christ- 
mas glory, for disease and death had, 
in a few short weeks, robbed many 
homes of its loved ones. Children 
were bereft of parents; parents of 
their children. 

Influenza, that dread scourge, was 
at its height! Hospitals were filled 
to overflowing and churches were 
thrown open that the sick and dead 
might be cared for. No one dared 
venture upon the streets unless they 
were wearing a gauze mask for pro- 

Crops in some of the provinces 
had failed through drouth and dire 
want and disease stalked hand in 

In stores or on street cars, turn 
which way you right, one was con- 
fronted with the pathetic sight of 
pale-faced women and jchildren who 
looked as if they had risen from the 
dead, so pallid and emacinated were 
they from ravages of the scourge 
which was sweeping the land. Calls 
for help were being daily sent out 
from charitable organizations in the 

Less than a week before Christ- 
mas the "Lethbridge Herald" pub- 

lished a story telling of a letter writ- 
ten by a little six-year-old boy, ad- 
dressed to "Santa Claus" in care of 
the "Mission," one of the many char- 
ity organizations. 

The little folks of the north- 
ern prairie await the visit of Santa 
with the same childish eagerness as 
do the children of our own dear 
mountain home. As the letter was 
being written Bobby felt a lump rise 
in his throat as he thought of his 
bitter disappointment the Christmas 
before when Santa failed to make 
his accustomed visit to his home. 

Here is an exact copy of the letter 
as it appeared in the Herald : 

"Dear Santa Claus : I am a little 
boy six years old. I live with my 
mother and grandma. My daddy is 
dead and my mother takes in wash- 
ing. Please, dear Santa, come to our 
house this time ! You forgot us last 
Christmas. And please, Santa, bring 
my mama and grandma something 
good to eat ; they are both sick with 
the flu. All I want for myself is 
something to wear. 

"Little Bobby." 

When the morning papers carried 
this pathetic appeal into the homes 
of the people, sick and suffering 
though they were, a great wave oi 
sympathy swept the city. It was a 
busy day for receiving stations 
where gifts for Bobby could be left, 

In a modest little cottage where 
sorrow over the death of a loved 
one had blotted out the spirit of 

Dec. IQ3I 



Christmas, a little Utah boy listened 
with every deepening interest to Bob- 
by's touching cry for help. The 
little American's heart warmed with 
sympathy in response to the cry 
of the little Canadian * * * strangers 
though they were. He knew what 
it meant to lose a dear one. 

Less than a month before his own 
loving, sweet-faced mother had died 
from influenza. His daddy was with 
Uncle Sam's soldiers in far-away Si- 
beria. He, too, lived with his grand- 

Hidden away with other treasured 
keepsakes lay a pair of little blue 
serge pants belonging to a suit 
which was the last gift from his 
mother, sent as she was speeding 
to a warmer cHmate in search of 

Closely following the gift had 
come the sad tidings that the young 
mother was dead, a victim of influ- 

With heart attuned to the cry 
of the child in distress, and to the 
spirit of Christmas giving, little Jack 
plead to be allowed to give the suit — 
which was too small for him — to 

Within a few hours' time 'Jack 
trudged happily through the snow 
carrying a neatly-tied parcel to the 
"Mission" house. A note had been 
placed inside with the clothing. 

Next morning the "Herald" pub- 
lished another story which stirred 
the hearts of a stricken people, rous- 
ing hundreds of men and women to 
similar action. 

"Little Bobby's prayer has been 

"His pathetic appeal to the 'Her- 
ald's' Christmas fund touched many 
hearts. One of the very first to 
respond was another little boy who 
has been made very sad this Christ- 
mas by the loss of his mother, but 
who was able to' give very tangible 
evidence of his quick sympathy for 
little Bobby. Yesterday he brought 

to the nursing mission a new pair of 
trousers and knickers for Bobby, 
with this letter enclosed : , "My 
mother sent them to me but they 
were too small and I want Bobby 
to have them. My mother died just 
after she sent them to me. I am 
living with my grandma. Please 
see that little Bobby gets this pack- 

"I am a little American boy, six 
years old, too! My daddy is in Si- 
beria as one of Uncle Sam's sol- 

(Signed) A Little American. 

As Jack listened to the story told 
by the "Herald" his heart swelled 
with joy and pride; joy, because he 
knew now that Bobby would receive 
his gift; pride, that he, an American, 
was one of the first to answer a plea 
for help and that he could play Santa 
Claus to a child in need. A fulfill- 
ment of the proverb. * * * "It is 
more blessed to give than to re- 

Christmas morning dawned clear 
and cold! Bobby's prayer for help 
had been broadcast far and wide 
over the frozen prairie land. Santa 
heard the childish pleading and 
hitched his swiftest reindeer to a 
sled filled to the brim with warm 
clothing, shining toys, nuts and 
sweets for the child and with dainty 
morsels of food to tempt the appetite 
of the weary mother and the frail 
little grandmother. 

Nothing was forgotten — from a 
gaily painted horn for Bobby to a 
ton of coal for the kitchen range. 

What about the other child's 

Both he and his grandmother were 
very ill with influenza when Christ- 
mas came but Santa made his reg- 
ular visit to their home, bringing 
Jack the very things his heart de- 
sired, thus preserving his faith in a 
real Santa Claus. 

Too ill to enjoy his gifts much. 
Jack asked to have the new red 



Dec, 1931 

coaster drawn close by his bedside. 
The other gifts were loaded on the 
wagon so he mig"ht take an occasion- 
al peep at them. 

The Christmas "Herald" told of 
the many nice things Bobby re- 
ceived to make him happy, and Jack 
was content. 

The shadows of sorrow were, for 
the moment, lifted. , 

A peace which f'passeth under- 
standing" hovered near as if in ful- 
fillment of the promise, "Inasmuch 
as ye have done it unto one of the 
least of these ye have done it unto 

A Transferred Christmas 

By Emma Florence Bush 

Ruby sat on the floor in a discon- 
solate heap. Around her were piled 
her Christmas presents, books, dolls, 
a box of nice paints, a pretty red sled 
and a soft squirrel muff. 'T don't 
like these old things one bit," she said, 
pushing them away with her foot. I 
wanted a gold watch like Aunt Mil- 

"Father meant to have one for you," 
said mother, "but it must have been 
lost or mislaid. Never mind, we will 
buy you one tomorrow. But Ruby 
would not be comforted and cried and 
cried with disappointment, 

"See," said Aunt Ethel, kneeling be- 
side her, with a big doll, nearly as 
large as Ruby herself, "see the nice 
new doll and this whole trunkful of 
clothes for her. Just look at the cun- 
ning table with the tablecloth and dish- 
es on it, and here is a whole washing 
set for doll's clothes. Then here are 
the new 'Little iColonel' books you 
wanted. Come and sit on my lap and 
I will read them to you." But Ruby 
only cried the harder and slapped 
Aunt Ethel, then threw herself on 
the floor and screamed. 

"The trouble with this child," said 
father sternly, "is that she is spoiled. 
She has too many uncles and aunts 
and too indulgent a father and mother. 
We will see about this right away." 

He turned to mother and said, 
"Pick up all her presents, put on her 
hat and coat and give ber to me and 
we will see what can be done." 

Ruby stopped crying a moment to 

listen. Was she going to get what 
she wanted? She usually did if she 
cried long enough. "Oh, father," she 
said, sitting up eagerly, "are you going 
to get the watch for me now?" 

"I am going to get what is good for 
you, young lady," said father sternly. 

"Don't be severe," pleaded mother. 

"We have not been severe enough in 
the past," answered father. "When 
a little girl eight years old has so much 
of everything that all she wants or 
has left to cry for is a gold watch, it is 
time she learned a lesson. Pick up 
every single present while I am get- 
ting out the auto." 

Sitting beside her father in the auto- 
mdbile Rujby wondered (where they 
were going. Down the avenue, out 
into the business . district, then into 
narrow streets where little boys and 
girls were hurrying here and there 
in the cold, all anxious to get where it 
was warm. ' 

Father took the jbig 'basket filled 
with presents and grasping Ruby's 
hand firmly, led her down a narrow 
court, up a flight of steep stairs, into 
a dark narrow hall, and knocked on 
the nearest door. 

"Come in," said a faint little voice, 
and pushing the door open they entered 
the room. At first Ruby only saw the 
bare floor and walls, spotlessly clean, 
but without carpet or pictures. Then 
she saw the clean white bed, and a 
little figure lying on it, covered with 
an old shawl. 


_ "This," said father, looking at Ruby, began to lift out the presents one by 

"is Mrs. Magoon's daughter. Mrs. one and lay them on the bed. 

Magoon washes and irons by the day Jennie's eyes opened wide at the 

to buy this little girl food and fire, paints, and the books, but when father 

We only knew yesterday where she lifted out the big doll, she could not 

lived and something about her." speak, only opened her arms and 

"Where is your mother, and what is hugged it close, close. 

your name?" he asked the child on the" "But," she asked, looking at Ruby, 

bed. "doesn't she want them really ? They 

"My name ,is Jennie, and I am eight couldn't be mine to keep, you know, 

years old," answered the little girl, they are so beautiful. And you see I 

"Motlfer has gone to get our Christ- couldn't take her Christmas away and 

mas '(dinner. The lady she worked ^^^ve her nothing at all." 

for yesterday told her if she came to "Keep them all," said Ruby in a 

their house she would give her some- choked voice. "Keep every single 

thing for our Christmas dinner. Do one, and there are lots more at home 

you suppose it might be turkey?" and for you if you want them. I didn't 

she raised herself on the bed only to know little girls ever didn't have things. 

fall back with a little exclamation of I thought — " and she broke down and 

pain. cried as hard as she had before, only 

"Where is the pain?" asked father <^hese were different tears, 

kindly. "But," said Jennie Isoftly, "I wish 

"In my back," answered Jennie. "I ^ ^ad something to give you. I only 

fell down stairs long ago when I was ^"^^ ^^is of my own, and you wouldn't 

a little girl, and my back has ached ^^^^ t^at iafter all ithese bieautiful 

ever since, but |I don't mind today for things ;" and still holding the big doll, 

we are going to have a real Christmas. ^^^ took up the tiny, cheap toy she 

"See," land she drew out from the bed- ^^^ shown them before. 

clothes where it was nestled beside her, "But I would," cried Ruby taking 

a tiny, cheap little doll. "Mother it. "If you iwill give it to me I will 

bought me this and I have a nice paper keep it. And I will come and see you 

mat one of the children showed me often if father will let me, and — ^and 

how to weave for her, so you see, with — ^Oh, father, take me home," and fa- 

the Christmas dinner the lady gives us, ther gently led her away. 

we will have a really, truly Christmas Ruby sat very silent until they were 

after all. nearly home, then she snuggled up 

'■'That lis very mice," said (father to her father, and whispered, "Didn't 

gravely, "Your mother is at our house, mother say you were going to buy 

and I can guarantee she will bring me a watch?" 

back turkey and everything else good. "Yes," answered father, and waited 

But I want you to look at this little for her reply. 

girl with me. She hasn't had a nice "Gold watches cost lots of money, 

Christmas Hke you at all." don't they?" she asked. 

"Oh, father," gasped Ruby. "Yes," answered father, quite a good 

"Oh, Sir," cried Jennie. deal." 

"No," said father, "this poor child "Would they buy a pretty rug for 

was ^ very much disappointed. She Jennie's floor and some pictures like 

didn't get anything she wanted for those in imy room for the walls ?" she 

Christmas at all. She had a few asked. 

trifles, but as she doesn't care for them "Yes," answered father, "and a nice, 

she has brought them to you," and he easy chair, with lots of pillows for Jen- 



Dec, 193^ 

nie to sit up in instead of lying on the 
bed, and perhaps a warm kimono too." 
"Then," said Ruby, swallowing hard 
a minute, "I don't want the watch. 
I want Jennie to have them all, every 
single thing and lots more. I know 
mother will help, and I want her for 
my special friend." 
. "But," said Aunt Ethel an hour later, 
when Ruby had told about Jennie and 

her Christmas, "you poor child, you 
haven't a single Christmas present." 

"Oh, yes," answered Ruby, holding 
up the doll, "I have this, and it means 
a good deal to me." 

"Yes," said father smiling, "and we 
are all going back later to take Jennie 
'the Christmas tree. You see this time 
Ruby is going to have a transferred 

The Power of the Penny 

By Ada Taylor Graham, 
Executive 'Secretary of the Utah Tuhercidosis Association 

in cities and towns throughout the 
country, chnics are conducted where 
free examinations of school children 
are made by specialists. Christmas 
seals have helped to establish about 

What's a raindrop, what's a grain of 
sand, and what's a tiny leaf — each by 
itself ? Just an infinitesimal little atom. 
Yet what glorious beauty is in the 
ocean, the beach and the forest of 

trees ! The penny, too, is little in itself. 4,000 of these clinics. Public health 

Yet what an inspiring picture is be- 
hind the millions that have been spent 
on Christmas seals to make a healthier, 
happier land. 

Concentration on the health of chil- 
dren has been keenly emphasized dur- 
ing the past decade. Adult tuberculosis 
can he considerably reduced when chil- 
dren, the future grownups, are taught 
to be strong and understanding in 
health. Statistics show that while the 
death rate from tuberculosis has been 
more than cut in half in the past 
twenty-five years, it is still the leading 
cause of death in the producing years, 
namely the ages of 15-45. In 1928 
among that age group, there were 
18,886 deaths; 7,298 of boys and U,- 

nurses to follow up the boys and girls 
in their homes and summer camps are 
often furnished by organizations fi- 
nanced with money from Christmas 

We know that tuberculosis comes 
from contact with another who has tu- 
berculosis. 'Millions lof baciUi are 
struggling in unhealthy soil to increase 
and multiply. But millions of pennies 
are being spent on Christmas seals to 
stamp out the bacilli for good and all. 
Herein lies the power of the penny. 
The decreased death rate proves the 
penny's power, but the work must be 
continued and this year, more than any 
year since the war, the campaign to 
control tuberculosis should be support- 

588 of girls. To attack this problem, ed by everybody. 

How to Tell a Person's Age and Telephone Number 

Have him put down on paper his telephone number; multiply it by 2; 
add 5; multiply by 50; add 365; add his age; and tell you the result. Subtract 
615 from this result and point off two places from the right of the remainder. 

The figures at the right of the decimal point will be the person's age, 
the figures at the left of the decimal point will be the telephone number. 



The Budget Box is written entirely by children under seventeen years of age. 
To encourage them, "The Instructor" offers book prizes for the f ollc^wing : 

Best original verses of not to exceed twenty lines. 

Best original stories of not to exceed three hundred words. 

Best amateur photographs^ any size. 

Best original drawings, Black and white. 

Every contribution must bear the name, age and address of the sender, and must 
be endorsed by teacher, parent or guardian as original. 

Verses or stories should be written on one side of paper only. Drawings 
must be black and white on plain white paper, and must not be folded. 

Address: The Children's Budget Box, "The Instructor," 47 East South Temple 
Street, Salt Lake City, Utah. 


Once upon a time, quite a long time 
ago, there was a little girl that lived 
in a little town close to an enchanted 
wood. A kind fairy lived there and 
gave beautiful gifts to nice clean boys 
and girls. 

The Fairy had been watching little 
Margaret and had a nice surprise for 
her should she visif her in the ' en- 
chanted woods. 

Pretty soon Margaret decided to go 
to the lovely woods to pick the pretty 
flowers that ;grew there. While she 
'was wandering ithere, listening to the 
birds singing and the bees humming, 
she saw a lovely little creature coming 
to her up the winding pathway that 
was covered with roses and honey- 
suckle. She seemed dressed in silver 
which shone in the sunlight and she 
seemed so happy that goodness shone 
from her pretty smiling face. Mar- 
garet was not afraid of such a sweet 
little fairy and she skipped up the rose 
path to meet her. 

"I ;have here a present for you, 
Margaret. I have watched you care- 
fully and I am convinced you are de- 
serving. There is one condition, you 
must take great care of this gift be- 

cause I can only give it to you once 
in a lifetime and it means health, 
wealth and happiness. You must prom- 
ise to polish and keep clean this little 
box of pearls I am going to give you," 
said the fairy. 

Margaret was so happy for the pres- 
ent that she promised eagerly to take 
care of the little red box of pearls 
and to polish them carefully. 


The years passed on and careful lit- 
tle Margaret grew neglectful of her 
beautiful pearls and she did not polish 
them every day. Pearls turn black ii 
you do not take care of them and that 
is what happened to Margaret's pearls. 
Now she is sorry because she has to go 
to the dentist and it hurts her. 

Oh, I forgot to tell you that the 
pearls were Margaret's teeth and the 
red velvet box Margaret's gums. If 
she had cleaned her pearls (teeth) 
every day she would have saved herself 
a lot of trouble and tooth-ache. 

The moral of this story is — clean 
your teeth and don't take advantage 
of the kind fairy who gives us our 

Ivy Allred, 
301 Moultrie St., 
Age 10. San Francisco, Cal. 



Dec. 1931 

Santa Claus 

Santa Claus is a merry little fellow, 

Chubby and plump 

Like a bowl full of jello. 

He wears a long Ibeard 

As white as the snow, 

And anybody'd think 

Him to be kinda slow, 

But he is as quick 

As a lightning streak, 

And no one ever catches him, 

Even when they peek. 

He rides in a sleigh 

Drawn by eight reindeer, 

Which go through the air 

Always getting him here. 

And when he departs 

There is not a sound made, 

But he'll not visit you 

If you are bad. 

Wanda Mason, 

Age 13. Utah. 

How Billy Found Happiness 

Little nine year old Billy was think- 
ing about what troubled him mostly. 
His father was dead and his mother 
could barely make enough for them to 
live on. Billy had the idea that to be 
happy one must be sick, so of course 
he had made a failure. 

But a sudden change camq over 
Billy that morning in his Sunday 
School Class. His teacher told the 
class that to be happy, you should try 
to make someone else happy. 

He walked home with Mrs. Randall, 
who was his teacher. 

"Will you come over and rake my 
lawn, tomorrow, Billy? I will give 
you a quarter if you will," she said. 

A quarter! That sounded like a lot 
to Billy. The next day, bright and 
early he was at Mrs. Randall's, making 
leaves fly. 

With the quarter tucked away safely 
in his pocket, he started for the corner 
store. He came out with ithree lovely 
handkerchiefs for his Mother. 

"Mother will be surprised, I bet 

she didn't expect me to remember her 

Oh, how happy Billy's mother was 
to receive the little gift: Yes, the Sun- 
day School teacher had been right. 
Billy had made somebody else happy 
and was happier himself than he had 
ever been before. 

Gwen Johnston, 
Age 12. 810 S. University, 

Blackfoot, Idaho. 

Ase 12. Riclimond, Utah 

The Winning Hit 

The score was nothing to nothing, 
with only three minutes to play. It was 
John's next turn to bat, and as he 
straightened up he thought to himself, 
"The score is still nothing to nothing. 
Well, I'll beat Mark Anderson's team 
or die trying." 

He swung the bat to his shoulder 
and gritted his teeth. On came the 
ball ! John struck, and missed. "One 
strike !" called the umpire. "Only two 
minutes to play!" 

Again John struck at the ball and 
this time sent it whizzing past the 
border of the diamond, and over the 
heads of the spectators. 

On he ran! Faster than he had 
ever run before, sending two men in 
home. The score was three to noth- 
ing in favor of John's team. 

Eileen Manning, 
1170 22nd St., 
Age 10. Ogden, Utah. 

Bee, 1931 



Life and Eternity 

Joy and sorrow^ 
Luxury and strife; 

These are the things 
That make a life. 

Goodness and worship, 

Service to Thee, 
These thing-s build 

Our Eternity, 

Olive Marble, 
Age 15. Monroe, R. D., Utah. 

Thanksgiving Day 

Thanksgiving day is almost here, 
Then it will be gone for another year. 
I can just see the good things to eat — 
Pies, cakes, and puddings all good and 

But who is the giver of it all to us? 

Oh ! that's one thing that we will dis- 

Upon the Coming Thanksgiving day 

To remember the (giver and always to 

The Pilgrims, who were brave and 

Crossed the ocean wide and blue, 
To come to this unexplored country 

To build a nation of noble men. 

The crops one year turned out so good 
That they offered thanksgiving for all 

their food; 
So ever since that happy long ago year 
We have given thanks for the things 
we have here. 

Anna Saunders, 
433 eOth iSt., 
Age 14. Ogden, Utah. 

Robert's Joke 

Ruth and Robert's friends had come 
over to play. They had decided to 
play "Hide and Seek." Ruth was "it." 
Robert was anxious to get home and 
read the book he and Ruth was read- 

ing. His friends had hidden but 
Robert decided to play a trick on his 
sister. . He started walking home to 
read the book. 

After counting to fifty, Ruth got up 
and started looking for them. Catch- 
ing sight 'of Robert going towards 
home, she ran through a short cut 
reaching the house before Robert did. 
Not seeing anyone at the house, she 
started reading. 

By this time Robert had reached 
home. His mother greeted him at the 
door and said: "Robert, I want you 
to go to town and get me two pounds 
of cheese. Hurry because I need it for 
dinner." _ He grumbled and looked up 
at the window. There he saw Ruth 
sitting on the couch reading the book. 
He said, "It served me right. I guess 
I was a pig." 

Lorraine King, 
Age 12. Gilbert, Arizona. 

My Visit 

When I left my Dollies, 

To visit Mama iDear, 
I walked so many play miles. 

Though her home is very near. 

When I knocked she said, "Come in. 
Take a chair; How do you do? 

How are your children? Why not 
bring them, 
You can — there's only two." 

"They are very well now, thank you. 

No, I can not stay you see, 
I must go now, for I fear my Dollies, 

Will be crying now for me." 

"Oh, it's such a long way over, 
It is miles and miles, I play ; 

Next time I will bring my Babies, 
And we'll come to spend the day." 
Marie Wamock, 

Age 10. Sigurd, Utah. 

Honorable Mention 

Lavor Chaffin, Emmett, Idaho. 
Ola Lofgren, Saint David, Arizona. 
Rhea Marriott, Warren, Utah. 
Howard Welty, Somerset, ..Colorado, 


7 \ \v~ 

held up the silver ^ 
to Dilly, he said, ** Let 's 
^of i^^R to brine a little 
like 'Papa had when he 
* Then he held out the £/ 
by one side, and ^5*1 took hold of the other, and they 
pulled. When Grandma B. heard it snap, she asked, 
"Which got it?^ And Dilly laughed and said, 
**Both!" And XJ laughed and sai(L** Because we 
both wished the same wish." Then %5 B. laughed, 
too, and asked, ** What was this wonderful double 
wish?" ** Oh," cried Dick, clapping %-^^ , '* you 
never can guess ! " And little Dilly clapped ^^^ and 
cried, ** Oh, you never can guess ! " ** No," said 
Grandma B., taking off hen^-^4f~^ , and 
laying ihe^^^Pon the 


, 1 never 

can guess ; you *11 have to tell me." And 
when they told her. Grandma B. lay back 
in her ^S- ^ind laughed again. ** Well, 
well," said she, " ^^^^^7^ wishes don't always come true. 

but I do believe I better play ^jf^^ right now, and 
make this double wish more than come true." *' Why," 

Dec, 1931 



cried ^ , jumping up, ♦* how can you do that ? '* 
*' W^U*! said Graodma B.. **you needn't wait for 

p;. — you shall have a little Noah's 
ark now, and more, you shall have the very 
ark your Papa had when he was a^ ! *' 
" Oh, o-oh ! " cried Dick, and ^' Oh, 
o-oh ! " cried jR . jumping up and 

Standing beside him. "Yes," went on 


Grandma B., " that very Woah's ark is in the 
Ais minute — up in the attic, in an old ^^. 

^^Pt' Grandma B. took DiUy's f^ , and they 
^^^fter Dick ; and up in the attic, near the west 
^ they round him standing by a 

And Gr andma B . opened it, and took out the little 


a flat 

B ? 8 


It was like 

y^^^ fi ^^sl'-^ on 
it ; and t!se house had a J^_ ^ at 
one end, and g f j along the sides, 
and half the roof littecl like a trap- 
do^^- f^ick^gged a ^^ in 
front oi the |^^ , and set the ark 
on it. 'That is Mt. Ararat," said he, " and jhe Flood has 

gone dowa, and 1 'm going to let out the \^ 'f^ I" 




Fresh Milkmaid 


"How is the milkmaid?" he said with a 

"It isn't made, sir — it comes from a 


Why Worry? 

Minister: "Do you say your prayers 
every night, Oswald?" 

"No — some nights I don't want any- 
thing." — Christian Register. 

Knew His Medicine 

Doctor: "Now, young man, what have 
you got to say for yourself?" 

His Son (in for a licking): "How about 
a little local anesthetic?" 

A Novelty 

"Do you see that young man standing 
over there next to the flivver with the 
golf pants on?" 

"I see the fellow, all right; but where 
is the flivver with the golf pants on?" 

The Puzzle Solved 

A Florida tourist shot a big alligator 
and thereby saved a very small and very 
black pickaninny. Taking him to a near- 
by house, he related to Mammy what had 
happened. She very casually thanked 
him, and remarked: "I knowed sump'n 'd 
bin ketchin' dese kids, but I didn't know 
whut hit wuz." 

Paradise Lost Again 

"What's this, honey?" said Mrs. Young- 
bride's husband as he speared a slab from 
the dish. 

"Lucifer cake, dear." 

"I thought you said you were going to 
make angel cake." 

"I was, but it fell."— Stray Stories. 

Couldn't Wait Forever 

A road contractor ordered a carload of 
material from his jobber. The jobber 
wired him: "Cannot ship your order un- 
til last consignment is paid for." 

The contractor wired Ijack: "Unable to 
wait so long. Cancel the order." 

YiddSsh Grammar 

"How is your baby's arm Mrs. Cohen?" 
"Oi, oi, it's fine, Mrs. Rosenstein! He 
learned a new woid today!" 

A Welcome Suggestion 

Irate Parent: "I'll teach you to make 
love to my daughter!" 

Suitor: "I wish you would, old boy. 
I'm not making much headway." 

Or Eating Trout 

Teacher: "What is your idea of har* 

Freshman: "A freckle faced girl in a 
polka dot dress leading a giraffe." 

Regretted Hils Absence 

The Colonel touring Europe on his 
leave of absence did not forget the one 
he left behind. His son received a card 
from Sparta saying: 

"This is the cliff from which the Spar- 
tans used to throw their defective :chil- 
dren. Wish you were here." 


James: "Father, can you write your 

name with your eyes shut?" 
Father: "I think so, James." 
James: "All right, father, then let's see 

you shut them and sign this report card." 
— Wilmette Announcements, 


The circus strong man rode out on 
horseback to challenge a farmer whose 
great strength had gained him a reputa- 
tion. He entered the farmyard, tied uu 
his horse, and approached the farmer. 

"Hey," he said. "I've heard a lot about 
you, and have come a long way to see 
which is the better man." 

Without answering the farmer seized 
the intruder, hurled him bodily over the 
fence into the road, and returned to his 

When the loser had recovered his 
breath, the farmer growled, "Have you 
anything more to say to me?" 

"No," was the reply, "but perhaps you'll 
be good enough to throw me my horse." 

101st Dividend 

We Have Just Paid the Holders • 
Of Paid-Up Shares the 101st Regular 





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Specially Refined 

tor Winter Motoring 

You'll get more enjoyment from motoring when you use 
these dependable iteammates in power. Pep 88, winter's 
hottest gasoline, starts quicker. Winter Vico motor oil flows 
more freely. Just drive in where you see this familiar 
sign. . . 



Manufactured and Guaranteed by Utah Oil Refining Co. 


Remember this:— Each Ton of Utah Coal displaced in Salt Lake City 
deprives some Utah man of One Day's Work. 

f. fv,^^^^ ? ^^^^ ^''i'''^^ delivers its load to your bins you have contributed 
to the relief unemployment in Utah. 

T^Hi,?.^''^ ^"""^ ^^ ^^f^ resulted from the labor of one man for one day. 
h^ither a mmer, a railroad man, a retail distributor, or some allied trades- 

TV^i.'^fjf^^ the Utah Mines produced more than 5,000,000 tons of Coal, 
lo l^n ^^^ delivered m consumers' bins represented 300 days' work for 
12,500 men. 

In 1930 and 1931 the picture is different. 

Do you wish this Utah Industry destroyed? We believe you do not. If 
we are right Burn Coal. 









HEBER J. GRANT, President E. T. RALPHS, General Mgr.